Practical Research On Scaffolding Teaching In Junior Middle School World Geography

With the development of the new curriculum reform,the curriculum standards of geography are also moving towards the development of the core cultural literacy of students.The current junior high school geography classroom teaching is mainly based on the “cramming” teaching method,which leads to insufficient interest in students’ learning,low classroom efficiency,and lack of students’ core literacy.The new curriculum requires teachers to improve the previous teaching model and focus on the development of students as the central idea.Based on this,this paper introduces the concept of scaffolding teaching mode and explores its practical utility in junior high school world geography.It aims to enhance students’ potential development ability,enhance the effectiveness of junior high school geography classroom learning,and help students achieve basic junior high school geography core literacy.This paper first uses the literature research method to collect and analyze the related teaching materials,and design and application of the scaffolding teaching activities.The textual research method,questionnaire survey method,test test,interview method,etc.are used to test the practical effect of scaffolding teaching.The specific contents are as follows:(1)Study the geography textbooks of the seventh grade and the junior high school geography curriculum standards,and prepare relevant scaffolding teaching;(2)select the "Middle East" lesson and the scaffolding teaching mode for case design;(3)The test object is determined by using the pre-test volume to ensure that the selected subjects are relatively consistent in level,that is,the difference is not significant.After using the post-measurement volume to detect the effect of the implementation of the scaffolding teaching;(4)the questionnaire method and the interview method are only for the experimental class students,and compare the learning state changes before and after the implementation of the scaffolding teaching.Through the practice of the scaffolding teaching mode in junior high school world geography,the following conclusions are drawn: First,the scaffolding teaching has achieved certain effects,improving the low efficiency of junior high school geography classrooms,and has a positive impact on the students’ learning status and learning effects;Second,the scaffolding teaching model is student-centered,teacher-led,focusing on the construction of various types of brackets,fully affirming its focus on the teaching process,paying attention to the development of students,and meeting the scientific and comprehensive teaching concept of the new curriculum reform.The third is to change the students’ geography learning style,which has the characteristics of modern education learning methods such as initiative,uniqueness and problem.It realizes the meaningful learning of students in the scaffolding classroom learning process,promotes the self-construction of students’ knowledge framework,and stimulates students’ Learning interest.Fourth,the construction and application of the stent requires cooperation and communication between teachers and students,which promotes a good interaction between teachers and students,fosters communication skills and team spirit among students,and a good learning atmosphere can enhance students’ interest in geography learning in junior high school and enhance the initiative to learn geography.