Research On Application Of Scaffolding Teaching In The Practical Training Course Of Plant Production And Environment In Secondary Vocational School

In the past few years,the speedy growth of secondary education has produced a significant workforce of technically proficient individuals for the community.The key to cultivating skills lies in the effective implementation of practical training teaching,but in actual teaching,there are still situations where students’ interest in learning is low,theory and practice are out of line and teaching is ineffective,so reform of secondary vocational education is imperative.With the rapid development of scaffolding teaching theory,which emphasises the subjectivity of students in the classroom,teachers decompose complex tasks by building scaffolds to guide students in meaningful knowledge construction.By combining these features with the practical training course on Plant Production and Environment,it helps to improve the problems of low student motivation,lack of opportunities for independent exploration and collaborative learning,and weak practical skills in this classroom.As a result,the author employed the scaffolding teaching theory to develop the instructional plan for a portion of the practical training segment in Project 2 of the secondary-level Plant Production and Environment course.The author then put the plan into action by conducting teaching practice sessions in the2021 landscape gardening class at Linxia X Vocational and Technical School in order to investigate the relevance and usefulness of scaffolding teaching in the secondary-level Plant Production and Environment practical training course.Initially,relevant literature and materials are reviewed to gain an understanding of the current state of research on scaffolding teaching.The concepts and theoretical basis of scaffolding teaching are then defined in a clear manner.Secondly,the teaching status of the Plant Production and Environment practical training course is examined through the use of questionnaires and interviews.An analysis of the attribution of factors is conducted in the internship school.follows the design principles of scaffolding,based on the students’ nearest development area,the basic aspects of building scaffolds.Tailored to the requirements of the internship school,the scaffolding teaching approach incorporated specific elements to establish a solid groundwork for forthcoming teaching practices,with relevant teaching materials thoughtfully chosen.Finally,in order to determine its effectiveness,the scaffolding instructional approach was implemented in the secondary vocational school’s Plant Production and Environment practical training classroom.Student classroom performance,practical training report completion,student questionnaires,and interviews with select students and teachers were analyzed to assess the outcome.By collating and analysing the results from the practice,conclusions are drawn and suggestions are made for the application of the scaffolding teaching model.The practical study demonstrates the feasibility of scaffolding teaching in the practical training classroom of Plant Production and Environment at secondary level.The practical operation process actually improves students’ hands-on skills,and complements the research on scaffolding teaching being conducive to cultivating students’ learning autonomy and cooperative learning ability,providing reference and reference for more in-depth research on scaffolding teaching in the future.