| Life concept is an important part of the core qualities of biology in senior high school,and a scientific life concept can promote students to form a correct view of nature and the world.Therefore,the teaching of senior high school biology at this stage pays more and more attention to the cultivation of students’ life concept.Scaffolding teaching is a mode of teaching in which students construct and deeply understand knowledge based on the scaffolding provided by teachers in the situation created by teachers,so as to achieve a higher level.Scaffolding teaching highlights the dominant position of students in the learning process,emphasizes the autonomy of students’ learning and the teachers’ guiding role in the teaching process,which is in line with the concept of the new curriculum standard and the new curriculum reform.After in-depth analysis of literature,teaching materials and learning situation,this thesis determines to take the new curriculum standard as the guide and takes the selective compulsory 1 ―steady state and regulation‖ module of PEP edition as an example to study how to apply scaffolding teaching to cultivate senior high school students’ life concept in senior high school biology teaching,and tries to construct a set of scaffolding teaching design process that points to the cultivation of life concept,and preliminarily explores the effect of scaffolding teaching in cultivating high school students’ concept of life,in order to provide reference for the front-line teaching of biology in senior high school.The methods used in this study include literature research method,questionnaire survey method,interview method,experiment method and statistical analysis method.Firstly,this thesis clarified the concepts of scaffolding teaching and life concept by sorting out and analyzing the relevant literature.After understanding the current application of scaffolding teaching and the cultivation of life concept in senior high school teaching,the thesis made an in-depth analysis of the feasibility of using scaffolding teaching to cultivate senior high school students’ life concept.Secondly,this study used a combination of questionnaires and test papers to investigate the existing life concept level of senior high school students,the pre-test tools were adapted from the questionnaires and test papers compiled by predecessors,which were tested to show good reliability and validity.According to the pre-test results and the actual situation,two classes with no significant difference in teaching,learning and life concept level were identified as the study object.Then,scaffolding teaching and traditional teaching were applied to the experimental class and the control class respectively during one semester.Finally,the post-test were administered to the two classes in the form of a combination of test papers,final exam papers and student interview.Statistical analysis method was used to analyze the post-test paper scores of the experimental class and the control class.The mean score of the post-test paper of the experimental class was 65.75,while that of the control class was 56.69,the difference reached a significant level(p <0.05).Since all the contents of the final exam paper contained the concept of life,the whole paper score was adopted as the evaluation basis.The mean score of the final exam paper of the experimental class was 65.98,while that of the control class was 61.79,and the difference also reached a significant level(p <0.05).The data above tentatively indicate the effectiveness of scaffolding teaching in cultivating senior high school students’ concept of life.Through interviews with students,this study found that after receiving scaffolding teaching for a period of time,some students were able to proficiently analyze biological phenomena under the guidance of the concept of life,which supported that scaffolding teaching plays a certain role in cultivating the senior high school students’ concept of life again.In addition,the interview results also showed that scaffolding teaching also has a certain effect in improving students’ learning interest.After the teaching practice,this study initially constructed a set of scaffolding teaching design process pointing to the cultivation of life concept by summarizing and reflecting on the teaching process and continuously optimizing the teaching design,and summarized the characteristics of course content suitable for scaffolding teaching:(1)Close contact with students’ real life;(2)Students already have a knowledge base relevant to the chapter;(3)There should be room for students to play.How to use scaffolding teaching in high school biology to improve students’ life concept is a process that needs continuous improvement and refinement.Due to the limitations of various conditions,such as short teaching practice time,limited number of experimental samples,and my insufficient teaching experience,the conclusions of this study need further refinement. |
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