The Design And Practice Of Scaffolding Instruction In Junior High School Biology

The Scaffolding Instruction belongs to one of three kinds of Constructivism teaching theory and is based on the Vygotsky "Latest Development area "theory.It is a teaching method of establishing what is similar to the "scaffold" on construction,and students construct knowledge hierarchy with the higher level of people’s (such as teachers) guidance and support. The method has a higher application value in promoting students’ study.In order to achieve the new curriculum reforms on high school biology proposed "Learning is a process of constructing of knowledge actively, training ability and forming the correct emotion attitude and values", to improve students’ initiative and the efficiency of biological classroom learning. In order to improve the students’ learning interest and enthusiasm of biology, promote the development of students, and provide certain theoretical reference for the high school biology classroom teaching decision under the new curriculum reforms.This issue decide to explore the feasibility of implementation of specific classroom teaching mode in the concrete grade through theoretical study and practice research in the theory of Scaffolding Instruction.This issue mainly adopts the literature research method, questionnaire survey method, practice and research method and data analysis method and so on to research the Scaffolding Instruction Theory and how to practice. On the premise of grasping relevant theories,preliminary survey of teaching and students’ attitude of the current high biology classroom learning is implemented.The next is explore the feasibility of scaffolding instruction and specific procedures in a biology class. Under the guidance of the experimental period,a teaching practice will be carried out.A data analysis also is essential about the mid-term and final-term exams between the control class and the experimental class. The last is summarizing combined with the system analysis of the effects of specific classroom teaching.To prepare for the project smoothly.This topic research analyze the background, research status of scaffolding instruction and existing research results and make a summary, demonstrate the advantage of scaffolding instruction and feasibility of implementing in senior biology class.Then, this topic carry out research about the basic connotation of scaffolding instruction and related theoretical basis. At the same time "scaffold" and "scaffolding instruction" are carried on the definition, and elaborates "Latest Development area" in detail, and the theory of constructivism that is closely related to the Scaffold theory, to further demonstrate the feasibility of the subject.Practical research mainly divided into two parts of prophase investigation and teaching practice. The investigation includes questionnaire and achievement analysis to comprehend class’s and grade’s basic situation, and The next is teaching practice for three months, which is to show the application and process of teaching. There is a discussion about applicability for new teaching and review lesson on Scaffolding Instruction during this process.At the end of the practice, the reflection and summarized should be presented.It is mainly analyze and summarize the whole research process and questions, reflect on the shortcomings of present in the study, also put forward my own views on the future research direction finally.The research on the biological teaching practice for nearly three months shows that, the scaffolding instruction can improve the high school biology class efficiency significantly,and has obvious effect on improving students’biology achievement.On increasing the students’ autonomous learning ability, collaborative learning ability, thinking and practical application analysis and so on,it have significant effect too.Besides, it is proved that have a positive role in stimulating students’ learning interest, changing the traditional way of study, improving the students practical and innovative ability and training skills.That is to say, the scaffolding instructional model indeed has advantages at some level in junior high school biology class.