Application Of Scaffolding Teaching In The Theoretical Course Of Soil And Fertilizer In Secondary Vocational Schools

Secondary vocational education is an important part of China’s modern vocational education system and plays an important role in the cultivation of high-quality technical and skilled personnel in China.Scaffolding teaching is a pedagogy proposed by constructivist scholars based on Vygotsky’s "zone of nearest development" theory,which advocates that teaching should be student-centered,and that by building "scaffolds",it can help students to overcome their learning difficulties,and guide them to construct knowledge meaningfully in independent inquiry and collaborative learning.Collaborative learning to construct knowledge meaningfully.This study is guided by the national vocational education policy,keeps pace with the development of agricultural modernization,and actively responds to the call of "classroom revolution" in the middle-level agriculture-related professional courses,and applies scaffolding teaching to the middle-level "Soil Fertilizer" theoretical course,with a view to helping students construct professional knowledge and develop their vocational core competencies at the same time.The research is mainly carried out in the following aspects: firstly,through reviewing relevant literature to sort out the research status of scaffolding teaching and the theory course of secondary vocational specialties,and through classroom observation and teachers’ interviews,to make clear the status of scaffolding teaching in the theory course of Soil Fertilizer in the garden technology specialty of the school where we are practicing,and to sort out and summarize the main problems that existed in the actual teaching.Problems.On this basis,we look for the combination point between the theory course of "Soil Fertilizer" and the scaffolding teaching,and construct the application strategy of scaffolding teaching for the theory course of "Soil Fertilizer",which includes the guiding principle,the design of the scaffolding and the implementation process.Then,taking the theme of "soil minerals and soil texture improvement" as an example,based on the constructed strategy,teaching practice was carried out in the 3 class of 2020 gardening technology in the internship school,specific tools,problems,experiences,charts,companions,evaluation scaffolding and scaffolding teaching cases were developed,and the teaching implementation was reflected in time through the case analysis and through the students’ questionnaire survey,interviews with the teachers.The effectiveness of the practice was analyzed through student questionnaires,teacher interviews and classroom observations.The practical study draws the following conclusions: first,the application strategy of scaffolding teaching in the theory class of middle-level "Soil Fertilizer" has strong operability.Secondly,scaffolding teaching can effectively activate the theoretical knowledge of intermediate "Soil Fertilizer" so as to improve students’ learning interest and professional ability.Third,scaffolding teaching is conducive to the development of students’ learning ability and social ability,and the six scaffolds have different focuses on the development of students’ vocational core competencies.Finally,we reflect on this study and put forward the following three suggestions: choose scaffolds with a strong sense of student participation in the classroom and design the scaffolds so as to maximize the effectiveness of the scaffolds;design a pertinent survey of the learning situation to grasp the students’ "zone of nearest development";and plan ahead and design the scaffolds as early as possible.