Study On The Application Of Scaffolding Teaching Model In Junior High School Singing Teaching

With the introduction of some new teaching models that are prevalent abroad,new impetus has been injected into classroom teaching in China,and the scaffolding teaching model is one of them.Scaffolded teaching mode refers to the mode in which teachers take students’ existing knowledge level as the starting point in the teaching process,and guide students to explore actively by building learning scaffolds,so that students can eventually achieve competence leap.This study takes junior high school singing teaching as the research object and uses literature,questionnaire,interview,and experimental research methods to explore the role of scaffolding teaching mode in developing junior high school students’ musical ability,optimizing music classroom teaching,and promoting students’ singing ability development.This paper consists of an introduction,three chapters,and a conclusion: Chapter 1 compares the theories related to the scaffolded teaching model and analyzes its feasibility.Based on constructivist theory and nearest developmental zone theory,the concept of scaffolded teaching mode is sorted out,and the feasibility of this teaching mode in junior high school singing class is analyzed from the perspectives of the nature of the curriculum,teaching subjects,subject core literacy,and classroom quality,taking into account the characteristics of the music subject and the requirements of the 2022 edition of the Compulsory Education Arts Curriculum Standards.Chapter 2 designs a scaffolded teaching model for junior high school singing based on the findings.The current situation of the seventh and eighth-grade music classrooms in Middle School M is used as the starting point for the scaffolded teaching design of middle school singing,and the scaffolded teaching model is built into the singing lessons by combining the scaffolded teaching principles and teaching links and summarizing the common types of singing teaching scaffolds.Chapter 3 explores the effectiveness of the scaffolded teaching model in junior high school singing Class.By setting up experimental and control groups,pre-testing and post-testing students,collecting and analyzing experimental data,and verifying the effectiveness of the scaffolded teaching model in junior high school singing teaching in terms of students’ interest in music learning,musical ability,and acceptance of the scaffolded teaching model.The study concluded that the scaffolded teaching model in junior high school singing teaching can liven up the classroom atmosphere and increase students’ interest in music learning.It can also improve students’ musical abilities,enhance their singing confidence,promote students’ cooperation skills,and improve teacher-student relationships.This study also provides valuable teaching inspiration for front-line music teachers to further practice the junior high school singing scaffold teaching model in the future.