Research On The Construction Of Teaching Scaffold For Problem-Solving Ability In MBlock

With the development of the times,society has put forward higher requirements for people,problem-solving ability and other thinking skills have attracted worldwide attention.Education is the activity of nurturing people,which means that educators should not only pay attention to imparting knowledge,but also pay attention to cultivating students’ thinking ability.Through the research,it is found that teaching scaffold can help students to cross the nearest development zone and improve their cognitive level,and problem solving ability is closely related to human cognition.The research attempts to apply teaching scaffold to problem-solving ability-oriented classroom teaching,build a strategy of teaching support for problem-solving ability in mBlock course,and carry out teaching practiceIn this paper,the literature research method is used to study and analyze the related literature of problem-solving ability and teaching scaffold at home and abroad.Based on the theory of ZPD,constructivism and pragmatism,the strategy of building teaching support for problem-solving ability is put forward.After that,the teaching activities are designed based on the teaching scaffold framework,and the teaching practice is carried out in two classes of grade seven in a school in Z city.The experimental research method is adopted to ensure that the teachers in the two groups are the same and the teaching contents are consistent.The teaching scaffold for problem solving is adopted in the experimental group,while the traditional teaching is adopted in the control group,that is,teacher operation demonstration,students imitate the practice.Finally,through the questionnaire of problem-solving ability,the test of students’ knowledge mastery level and interview data,this paper explores the influence of the construction strategy of teaching scaffold on students’ problem-solving ability.The main conclusions are as follows:(1)From the questionnaire data of problem-solving ability,comparing the scores of the experimental group and the control group,it is found that the use of problem-solving ability-oriented teaching scaffolding strategies in teaching can help promote students’attitudes towards and problem-solving compared with traditional teaching.Methods and strategies and the quality of student problem solving.(2)From the test data of knowledge mastery level,comparing the scores of experimental group and control group,it is found that the scores of experimental group are significantly higher than those of control group,which indicates that the teaching scaffolding strategy for problem-solving ability is better than the traditional teaching and learning strategy.(3)According to the interview data,students have a high interest in learning and most of them actively think about solving problems when using the problem-solving abilityoriented teaching framework in teaching.However,because students are used to the traditional teaching mode,some students do not adapt to this mode,which requires teachers to provide more guidance at the initial stage.In addition,reasonable grouping can promote students’ learning effect.Comparing the comprehensive data analysis between the experimental group and the control group,it is found that using the strategy of problem-solving ability-oriented teaching scaffold construction in teaching is more helpful to improve junior high school students’ problem-solving ability than traditional teaching.It should be noted that the standard deviation of the total score of the question-solving ability questionnaire of the experimental group is large,which also shows that the teaching scaffold strategy needs to be further improved.