Scaffolding Teaching Cultivates The Ability Of High School Students To Learn Biology Independently ——Take The Compulsory 1 "Molecules And Cells" Of The Human-taught Edition As An Example

Independent learning ability is one of the necessary abilities for students to carry out lifelong learning,and the current new curriculum reform puts forward higher requirements for students' ability.In the classroom,it is necessary to change the identity of the student as a passive knowledge recipient and truly return the classroom to the student,which requires the student to take the initiative to enter the role,play the spirit of ownership,and carry out learning activities and learning independently.Therefore,it is necessary to find a more suitable and effective teaching model to cultivate students' independent learning ability.Through the collection of literature and reading,it can be found that most scholars apply scaffold teaching in mathematics,English,physics and other disciplines,and there are also a small number of scholars who apply scaffolding teaching to teaching to cultivate students' independent learning ability,but there are limited data for research in the field of high school biology,so it is of great research significance to apply scaffold teaching to cultivate students' biological independent learning ability at the high school level.In this study,a variety of experimental methods such as literature research method,questionnaire survey method,interview method,experimental analysis method and classroom observation method were used for practical research,and scaffold teaching was used to cultivate the biological independent learning ability of high school students.First of all,by reading a large number of literature related to bracket teaching and independent learning ability,grasp the current research status and determine the direction of research;secondly,in the research process,first of all,from the student level directly,through the use of questionnaire survey method to grasp the current situation of students' independent learning ability,the results show that the student's independent learning ability level has room for improvement,and then use the interview method to directly interview students and indirectly interview teachers,once again providing sufficient evidence for the current situation of students' independent learning ability.Students' biology grades are analyzed to set up practical classes and control classes to prepare for later teaching practice.Then,on the basis of grasping the current situation,determine the teaching strategy,use the experimental analysis method to select appropriate teaching cases for teaching practice,and analyze the classroom performance of students in teaching practice,and later issue questionnaires to students again,conduct a second interview with students and teachers,and collect the biological achievements of students after practice,and finally analyze all the results after practice,and the analysis results confirm that bracket teaching can improve the level of students' independent learning ability.Based on the above analysis of the results,it can be seen that stent teaching can improve the biology independent learning ability of high school students and significantly improve students' biology performance.It can be concluded that scaffold teaching is of great significance to the cultivation of students' independent learning ability in the field of high school biology,and can provide reference suggestions for future teaching and research.