Teaching Practice And Exploration Scaffolding Teaching Method In Middle School Mathematics

The traditional high school mathematics teaching in practice has been increasingly unable to meet the requirements of today’s teaching. Under the new curriculum, Scaffolding Instruction in its own superiority finds much favor in domestic and foreign secondary school teachers. Scaffolding Instruction is based on the theory with Vygotsky’s constructivist theory, Ausubel’s meaningful learning theory and Piaget’s cognitive constructivist theory, and it holds the idea that the teachers in the teaching practice should be flexible grasp of the following six basic steps to gradually transfer the learning tasks to students: “to analyze the current situation of the overall learning and development of students in the class, to set up the class bracket for the students, to guide students into the learning environment, to inspire students to explore, to encourage group members to have a collaborative learning and have a evaluation of learning.” The current middle school mathematics teaching practice focuses on training the students to complete the study task on their own skills. Scaffolding Instruction optimizes the high school mathematics class as the goal, so its role is worth exploring.The study is divided into five parts, arranged as follows: First is the introduction. This chapter focuses on the research status of Scaffolding Instruction, the research background and research content. The second part is the cornerstone of the theory of scaffolding teaching. This chapter expounds the stent type, the establishment of the scaffolding and scaffolding instruction of related concepts. The third part talks about the necessity and feasibility of Scaffolding Instruction apply to middle school mathematics class teaching. This chapter is the emphasis of the article. The author describes how Scaffolding Instruction keeps a systematic knowledge as well as its feasibility applied to middle school mathematics class teaching in detail. The fourth part is the complete practice case studies of Scaffolding Instruction used in mathematics class, in which the author showed the practice procedure of Scaffolding Instruction to the readers step by step. The fifth part is teaching reflection of Scaffolding Instruction. In this chapter, the author summarizes the advantages and challenges of Scaffolding Instruction and makes some reflections on the future studies.