| As a teaching mode of constructivism, scaffolding instruction gets widespread concern in recent years. With the purpose of students’ development of higher order thinking skills and creative abilities, it pays attention to the inquiry process of students and emphasizes discovery learning. Although the scaffolding instructions are applied in various disciplines, teachers bias the understanding and grasp of it in the teaching practice. Many problems still exist in the application of the scaffolding instruction. This article attempts to reveal and analyze these problems, and propose solutions, in order that the scaffolding instruction can better service for the teaching practice.With such a question, first of all, the author combines through the literature research and summarizes the types of scaffolding instruction, elements and structure, and does more complete elaboration to the scaffolding instruction theory. Secondly, the author walk into the primary school J in Shanghai and make an in-depth interview of in-service teachers around the scaffolding instruction which is now applying in this school. The author proposes the eight major problems of scaffolding teaching practice, and does the analysis one by one, and then puts forward the solutions and recommendations.This study is divided into seven chapters, and the contents of the study are as follows:The first chapter: introduction to the research origin, research status quo in the domestic and foreign countries, research purpose, research significance, research methods, research ideas and research frame of the scaffolding instruction.The second chapter: definition of the concept and theoretical basis: explanation of the concept of scaffolding instruction and teaching strategy; theory of scaffolding instruction(theory of constructivism and the theory of the zone of proximal development); the meaning, influencing factors and basic characteristics of the teaching strategy.The third chapter the types, elements and structure of the scaffolding instruction: making an explanation for the determining of the zone of proximal development in the scaffolding instruction, effective teacher-student interaction, and the choice, adjustment and revocation of scaffolding in detail.The fourth chapter investigation: explanation for the research design, data analysis and the results of the survey. The author randomly selects a primary school which adopts scaffolding teaching at Fengxian District in Shanghai city and interviews 11 teachers. The information is from the following five aspects: 1, the teachers and students’ feedback on the scaffolding teaching; 2, teachers’ choice on scaffolding; 3, the problems and countermeasures of teachers and students in the process of practice teaching; 4. teachers ‘desirable help; 5, teachers’ experience.The fifth chapter eight problems exist in scaffold Teaching: the lack of differentiation instruction for different levels of students; cannot accurately and skillfully select and build support; learning task list can not enough attract students; students’ lack of autonomous learning ability; the lesson content increased and single teacher’ preparation time extending; teachers’ understanding and application ability to support is not strong; the evaluation of students is not comprehensive; the process of teachers’ knowledge to master for teaching is tortuous.The sixth chapter, countermeasures and suggestions around eight problems presented in the fifth chapter: distinguish levels, individualized task; school-based training, examples support; optimization task, rich form; setting up problem circumstances, using group cooperation; collective preparation for lessons, the wisdom of the symbiotic; collective research, practice and self-examination; grasp the evaluation principles, attach importance to the learning process; intercollegiate cooperation, school-based research and development.The seventh chapter conclusion: a review of the significance, shortcomings and future research direction of this study. |
