Research On The Application Of Scaffolding Teaching Mode In High School Physical Geography Teaching

Since the beginning of the twenty-first century,China’s education reform process has been heavily promoted,and curriculum reform has become the primary task of education reform,with the transformation of students’ learning styles becoming a key aspect of the current curriculum reform.According to some scholars,current secondary education in China is generally simple in terms of teacher teaching,little interaction between teachers and students,a depressing classroom environment,and a poor learning impact.The model’s central aim is to provide learners with a conceptual structure that aids in their comprehension.To speed up the comprehension process,the initial abstract and challenging learning tasks are broken down into small step-by-step tasks,with the goal of developing students’ critical thought,collaborative learning,and problem-solving skills.The instructor provides some scaffolding in the student learning process and progressively eliminates it as the student’s learning capacity increases,encouraging the student to cross the nearest growth zone,which is conducive to the student’s active development and the teacher’s position transformation.This paper’s research goals are to:(1)review a large amount of applicable literature on scaffolding teaching mode research both at home and abroad,and to present the research foundation for scaffolding teaching mode in the sense and relevance of scaffolding teaching mode in geography teaching;(2)To take advantage of the educational internship opportunity to perform a questionnaire study of teachers and students in the internship school in order to summarize the existing problems in the process of teaching high school geography and to investigate potential causes in light of the current situation of geography teaching in this middle school;(3)Using the experimental study method and classroom observation method,two classes of the internship school’s senior class were chosen as the experimental and control classes,and statistical software such as EXCEL and SPSS26.0 were used to assess and examine the results and improvements in students’ learning interest,classroom performance,and academic achievement before and after the intervention;(4)Finally,we evaluate the paper’s developments and shortcomings in order to provide some background for potential in-depth research on the scaffolding teaching mode.The results of the experiments show that scaffolding teaching may effectively stimulate students’ interest in geography learning,improve geography examination results,and form a good teacher-student cooperation relationship;at the same time,it is conducive to transforming learning styles and accelerating students’ ability to construct independently,in order to achieve the goal of meaningful learning.This paper contributes to the body of information regarding scaffolding teaching forms,as well as providing a theoretical framework and realistic implementation for shifting teacher and student roles and innovating classroom teaching methods.