Research On Functional Scaffolding Teaching Design In Senior High School Based On Core Literacy

From the introduction of the concept of " core literacy of mathematics " in 2017 to the implementation of the new college entrance examination policy in 29 provinces and cities,which has made earth-shaking changes in subject teaching in China,it is also a new challenge to the current teaching methods.In the traditional teaching mode,the educated are ’ indoctrinated ’ rather than ’ inspired ’,which can no longer meet the needs of the society for high-standard talents,and the scaffolding teaching emphasizing ’student-centered ’ can just solve the problems of traditional classroom teaching.This paper studies the application of scaffolding teaching in high school function teaching.First of all,this paper reviews the relevant literature,analyzes the research status of scaffolding teaching,combs the concept,implementation steps and types of scaffolding teaching,and provides sufficient theoretical basis for the next teaching practice.Secondly,the teacher-student questionnaire was issued to summarize and analyze the collected survey results.It is concluded that the problems encountered by high school students in function learning are as follows : students have negative learning attitude and no good learning habits;basic knowledge is not strong,can not flexibly apply knowledge to solve problems;the classroom atmosphere is boring and students ’participation is low.Finally,this paper selects the monotonicity and parity of the function to carry out the scaffolding teaching design,analyzes the feasibility of the application of scaffolding teaching in the high school mathematics classroom,and sorts out the teaching strategies for implementing the scaffolding teaching mode :(1)Grasp the recent development zone and build scaffolding;(2)Create appropriate situations and cultivate humanistic quality;(3)Group efficient inquiry to promote cognitive development;(4)Diversification of learning evaluation and development of core literacy.Using classroom observation method,after-school interview method and test method to analyze the effect of teaching cases,it is concluded that scaffolding teaching can reduce the depth and difficulty of teaching content,and the teaching content is combined with students ’ experience and practice.It can not only increase students ’ confidence in learning functions,but also ensure students ’ better development in the classroom.At the same time,it provides a reference for the majority of mathematics teachers to implement the scaffolding teaching mode,which is helpful for teachers to improve their teaching strategies and create a harmonious relationship between teachers and students.