Research On The Mathematics Finale Of The Senior High School Entrance Examination Based On The Scaffolding Teaching Method

Compared with the college entrance examination,the high school entrance examination is the first major test in life.It largely determines what kind of high school students go to and what educational resources they will get in the future.The high school entrance examination results are often closely related to the teaching level of teachers,which requires teachers to continuously improve the teaching level should be improved,and the teaching method should be improved.Compared with other teaching,the teaching of the finale question is often overlooked,but it is extremely important.Different from other examination questions,the finale question has a large thinking span and complex structure,which is not only a difficulty for students to solve problems,but also a It brings difficulties to teachers’ teaching.But it is also a carefully polished work by experts.There are countless ways of thinking and great educational value.Therefore,giving full play to the educational value of the finale is not only conducive to improving the mathematics results of the senior high school entrance examination.Moreover,it is beneficial for students to master the inner connection of knowledge and develop the core literacy of mathematics.Based on this,this dissertation is devoted to solving the teaching problems of the finale of the senior high school entrance examination.The first chapter analyzes the research purpose,background,method,framework,etc.The second chapter defines the relevant concepts,expounds the theoretical basis,summarizes the research status and basis.The third chapter draws the following points through the questionnaire survey of teachers and junior three students all over the country.Firstly,teachers think that the finale question has great educational value.Secondly,there are three main difficulties for students to solve the finale problem:(1)The thinking span is too large;(2)The confidence is insufficient;(3)It is easy to fall into the misunderstanding of thinking.Thirdly,some teachers failed to do so.Fourthly,a classroom with independent thinking,collaborative cooperation,and reflective evaluation is what students expect,and it is also lacking in the current finale classroom teaching.At last,although most teachers have this awareness,they fail to do it.This phenomenon is thought-provoking: Do the teaching mode and teaching content need to be improved?The fourth chapter,by consulting a large number of literatures,finally chooses the bracket-based teaching method to solve the teaching difficulties of the finale of mathematics in the senior high school entrance examination,and proposes three special brackets to assist the teaching of the finale in combination with the characteristics of the finale,namely:(1)Background knowledge scaffolding;(2)General method skill scaffolding;(3)Thought method scaffolding.At the same time,four strategies are proposed,namely:(1)Scaffolding should be built according to "methods" conditions,and context creation should highlight connections;(2)Independent thinking should be suspicious of trial and error,and collaboration should focus on efficiency;(3)Reflection and evaluation should strive for diversity,and student development should be “different”;(4)Teaching content should be reasonably arranged,and the overall structure should be clearly defined.In particular,taking into account the teaching time of the final question,teachers should focus on "methods" and "topics",that is,focus on the knowledge,ideas and methods behind the test questions,and can choose complete test questions if necessary.A small question in the book is explained,dedicated to clarifying a small question and learning a class of questions.In order to verify the effect of scaffolding teaching method,Chapter 5 illustrates the difference between the two teaching effects by setting up an experimental class and a control class.A questionnaire survey was designed to verify the acceptance of the scaffolding teaching method in the experimental class and the changes in students’ emotions and attitudes before and after.Finally,the experiment proved that the scaffolding teaching method has a significant effect on the mathematics of the finale.