Scaffolding Teaching Research In High School History Teaching

With the new curriculum reform and quality education continuing to advance,the "student-centered" concept has gradually deepened into the hinterland of classroom teaching,which means that teachers must pay attention to the change of teaching philosophy in teaching.The scaffolding teaching based on the constructivist learning theory advocates the concept of “learner center” under the guidance of teachers,which coincides with the concept of new curriculum reform.In order to make the scaffolding teaching play its guiding role better,this article discusses the theoretical basis,application significance,principles,relevant strategies and problems that should be paid attention to based on the characteristics of historical disciplines and the reality of high school history teaching.In addition to the introduction and conclusion,this article is divided into the following six chapters:The first chapter discusses the related theoretical basis of scaffolding teaching,mainly focusing on the constructivist learning theory and Vygotsky's recent development zone theory.The second chapter discusses the significance of scaffolding teaching in the history teaching of senior high school.It mainly discusses from three aspects: the activation of interest in historical inquiry,the deepening of historical literacy,and the cultivation of historical thinking ability.The third chapter discusses the type of scaffolding in high school history teaching.The types of stents include: problematic stents,suggested stents,and tool stents;The fourth chapter discusses the principles of scaffolding teaching in the history teaching of high schools.In the application process,attention should be paid to the principles of dynamicity,timeliness,guiding,and regressive.The fifth chapter focuses on the strategy of scaffolding teaching in the history teaching of high school.Mainly from the establishment of the student's recent development area,the choice of a reasonable teaching method,and emphasis on immediate evaluation of the effect of three aspects,examples of many teaching casesto illustrate.The sixth chapter discusses the issues that should be paid attention to in the high school history teaching.These mainly include: correctly positioning the role of the teacher;basing on the development of the student;taking the teaching goal as the forerunner;using the valuable teaching resources as the starting point;actively teaching reflection in five aspects.