The Research On The Influence Of High School Biology Scaffolding Teaching On Students' Participation

With the continuous reform of education in China,the dominant position of students is becoming more and more prominent.So far,and fully tap the potential of students,guide students to active participation in classroom teaching has become a consensus.However,combined with literature review and teaching practice,the author found that the phenomenon that students' participation of the current biological teaching is not high still exists.The Scaffolding instruction developed under Constructivism Learning Theory is one of the more mature teaching modes,fully reflect the students' participation in the classroom as the masters of the teaching process.The author makes an empirical study on whether high school biology scaffolding teaching can improve students' Participation.The paper is divided into five parts: the first part introduces the background and significance of the research,describes the research content and the research methods,clarifies the status quo of the research on the external scaffolding teaching and student participation.The second part is the theoretical basis of this thesis,combing the three theories of learning to provide theoretical support for this study.The third part summarizes the Scaffolding Teaching and student participation.The fourth part is the experimental part of this paper,the two classes of grade one in the thirty-seventh Middle School of Guiyang city were selected as the subjects of the study,carry out Biological teaching control experiment for three month,by using the questionnaire survey,classroom observation and interview after class as experimental tools to detect the experimental results.The fifth part is the conclusion,obtain the experimental results,puts forward some suggestions on how to use Scaffolding Teaching in high school biology teaching to improve students' Participation,and sum up the deficiencies and prospects.The study found that Scaffolding instruction is helpful to improve students' biological performance and improve their participation in the classroom.