A Study On Scaffolding Teaching For Student Life Concept Cultivating In High School Biology

The new curriculum standard emphasizes that students take the initiative and actively participate in the learning process,carry out exploratory learning,pay attention to the cultivation of students’ independent inquiry ability,learn to cooperate and exchange,and improve the comprehensive quality.This requires teachers to change the traditional teaching methods and concepts,no longer indoctrination education,truly develop students’ creative ability,improve the core quality.Based on the content of high school biology textbooks,this paper puts forward the corresponding scaffolding teaching strategy.Through scaffolding teaching mode,we can cultivate the teaching of life concept in high school biology teaching and improve students’ core quality.This study adopts literature research,questionnaire survey,interview and educational experiment.This paper uses the literature research method to clarify the concept of scaffolding teaching model and teaching links as well as the theoretical basis,the connotation and theoretical basis of the concept of life,to understand the research status of scaffolding teaching and concept of life at home and abroad.Through questionnaire survey of students and interview of high school biology teachers,the present situation of life concept cultivation in scaffolding teaching is grasped,and the present situation of implementation is discussed in depth.Based on this,this paper studies the textbooks,explores and combs the content of life concept contained in the selective compulsory Course I and II of high school biology textbooks from the perspectives of structure and function,matter and energy,evolution and adaptation,steady-state and balance,and formulates the teaching design of scaffolding teaching to cultivate the concept of life in high school biology teaching.In the educational practice,the students in the second grade of a middle school in Nanning City were selected as the research object,and the teaching practice research was carried out for 4 months.After the practice,the effect of scaffolding teaching on cultivating the concept of life was investigated by means of questionnaire survey of students and test of academic performance.After the research,the results are as follows: 1.Students’ learning of life concept needs to be strengthened.The results of statistical analysis showed that the average level of life concept was 40.38 points,which was above the medium level.2.Teachers’ lack of accomplishment in all aspects of scaffolding teaching,heavy teaching tasks,schools and teachers do not pay attention to inquiry teaching and other problems limit the development of scaffolding teaching.3.Scaffolding teaching is feasible to cultivate the concept of life in high school biology teaching.The results of statistical analysis showed that the P values of students’ overall achievement of life science attitude,knowledge application consciousness,healthy living habit consciousness and ecological consciousness were all less than 0.05,and the P values of students’ overall achievement of life concept formation level,structure and function view,steady-state view and balance view were all less than 0.05,indicating significant differences in the post-test.It indicates that students’ overall life concept and all aspects have developed.It is concluded that students’ learning of life concept needs to be strengthened.It is feasible to cultivate students’ life concept by means of scaffolding teaching mode.Scaffolding teaching mode is an effective teaching approach to cultivate students’ life concept.The teaching strategies of scaffolding teaching to cultivate the concept of life in high school biology teaching are as follows:(1)"entering the situation" is the beginning of learning,which is particularly important for triggering the drive and stimulating the learning motivation.Various situations should be set reasonably according to the teaching task and the students’ cognition of reality.(2)"Building scaffolding" is based on the proximal development area of students,and the learning scaffolding is set up so that students can establish a new cognitive structure from the original experience.The scaffolding is gradually withdrawn.(3)The two links of "independent exploration" and "collaborative learning" are combined flexibly.Students are guided to pass through the nearest development area by putting forward hypotheses,designing experiments independently,exploring and communicating with group members,etc.,critical learning and transfer learning(4)The "effect evaluation" process includes not only the final evaluation,but also the formative evaluation should be permeated into the whole process and pay attention to multiple evaluation,so as to comprehensively and faithfully reflect the development of students.