Experiment And Study On The Scaffolding Teaching Model In Collegiate Elective Basketball Course

With China’s rapid economic growth, the state education department pays moreattention to the quality education. The State Council convened the third NationalEducation Conference in June,1999. The meeting stressed that “deepening the reformof education can promote the quality education.” Two years later, the Ministry ofEducation decided to attach more importance to the reform of the basic educationalcurriculum, trying to create a new basic curriculum to meet the requirements of thequality education. The Program of the Basic Educational Curriculum (Trial) statesthe teaching procedure like this:“teachers in the teaching procedure should bepositive and interactive with students, developing together. The teachers shouldproperly handle the relationship of imparting knowledge and cultivating ability,focusing on the independence and autonomy of the students. The teachers shouldguide the students to question, survey and explore, learning in practice. Let thestudent learn initiatively with full of personality under the guidance of the teachers.”The national education conference is held in Beijing on July13to14,2010. The maintask is to mobilize the Party and the society to implement The Program of theLong-term Education Reform and the Development Plan (2010-2020). It points outthat, the students are the center and the teachers are leader. The initiative of students isplayed fully. Promoting the students to grow healthily is the starting point and endingpoint of all the school work. From the above discussion, we can see that the teachersin the teaching procedure should create the situation in efforts and guide the studentsactively participate it. The teachers should stimulate the enthusiasm of the students,enable the students’ ability of applying knowledge, and make the students developcomprehensively. Physical Education is an important component in the qualityeducation. Especially it is a compulsory course in college. Basketball is an electivecourse in college. With the college basketball league carried out and the professionalbasketball league at home and abroad broadcasted, more and more students begin tolike this sport. The number of the students who elect basketball as an elective courseis the largest in many projects of Physical Education. But many teachers usually use traditional teaching mode when they teach basketball course in college. The teachersdo not understand the student’s current level. They always teach objectives accordingto their expected teaching aims. So the students are in a passive state, and theirsubjectivity is not exploited fully. Thus not only the quality of the teaching basketballcourse is affected, but also the students’ autonomy, awareness of cooperation, andsense-making capabilities are affected.In this paper, I mainly use the Scaffolding Teaching Model as the experimentalmeans, elect70students of the senior class from Basketball Teaching Club of theDepartment of Public Physical Education Research in Inner Mongolia NormalUniversity as objects of this experiment. The70students are divided into two classes,and each class has35students. One class is the experimental class, and the other classis the controlled class. The experimental class is taught with the Scaffolding TeachingModel, and the controlled class is taught with the traditional teaching model. Theexperimental class uses the principle of homogeneity between groups andheterogeneous within each group. The controlled class uses the principle of groupingrandomly.10weeks later, the experimental class and the controlled class arecompared and analyzed in self-learning ability, co-consciousness, academic andsense-making ability. The results show that:(1) The effect of the Scaffolding Teaching Model is more significant than thetraditional class in self-learning ability and co-consciousness.(2)The Scaffolding Teaching is more conducive to make the students achievebetter grades than the traditional teaching model.(3) The Scaffolding Teaching Model is more conducive to help the studentscomplete the content of sense-making. In the six dimensions of sense-makingcapabilities, the differences of the information dimension and analysis dimension arenot significant, and the differences of the other five dimensions are very significant,especially the dimensions of situational value differ significantly.