Study On The Application Of Scaffolding Teaching Method In Senior Geography Teaching

In the 21 century, we pay more and more attention. to the reform of education. Some scholars research found that in the current teaching, teachers teaching methods rigid, can not mobilize the students’ initiative and enthusiasm, classroom atmosphere is very boring, students accept knowledge not actively, interest in learning geography knowledge is not high, can not actively participate in classroom interaction. How can we truly allow students to take the initiative to learn, how to learn, how to help students solve the difficulties encountered in the construction of meaning, changing the current teaching model is extremely important. Scaffolding teaching mode, as one of the more mature teaching model supported by constructivist theory, adhere to the student-centered point of view, with a wide range of adaptability, for education reform, to change the way students learn has an important guiding significance. In high school geography teaching application Scaffolding Instruction imperative.Through literature review, the author analyzes the significance of scaffolding instruction, identifying research starting point of this article. In summing up the existing theory, through literature, questionnaires, experiments and other research the following three questions: How Scaffolding Instruction in the actual teaching of the application; in the teaching process, its strengths lie; Teacher What are the obstacles and the students will encounter. Through the survey found that:(1) the majority of teachers for the school Scaffolding Instruction lack of knowledge, although many have reflected in everyday teaching, but understanding is not deep enough.(2) The majority of students at the secondary level is not high interest in geography, learning initiative is not enough, less involved in interactive classroom teaching, but do not agree that teachers in the teaching of geography teaching mode, teaching mode to the other something to look forward. Therefore, the school tries to apply scaffolding teaching mode, practice is necessary.A survey on the basis of and for the three issues stand teaching mode experiments, the results before and after the implementation of the teaching model comparative analysis, interviews and classroom observations, drawn Scaffolding Instruction in high school geography teaching application effect, and to explore the construction of the advantages of Scaffolding Instruction supported by learning theory and should pay attention to.Experimental studies show that:(1) Scaffolding Instruction on the basis of students ’prior level of development of the full analysis, the accurate grasp of the teaching objectives to mobilize the students geography curriculum initiative and enthusiasm to improve the students’ independent thinking and problem solving capacity.(2) Scaffolding Instruction have a greater impact on the work of teachers. Build support, break down the teaching content, help teachers prepare lessons to improve the efficiency, can effectively avoid the phenomenon of teachers scripted; Scaffolding Instruction organizational coordination and control of the teacher’s classroom order, put forward higher requirements.(3) Scaffolding Instruction in the micro aspects of the students also played a certain effect. Some set up by the stent, it allows students to some easy to ignore or confuse knowledge deepened understanding; close to the students real life stand also allows students when crossing geographical barriers to reduce the difficulty of learning; to help poor students’ interest in learning and achievement improvement.Article concludes innovation of this paper: first, to expand and improve the application of Scaffolding Instruction in geography teaching; second, on the basis of experimental studies on the proposed workable scaffolding instruction mode applications recommended geography teaching.