What is scaffolding teaching?

Scaffolding teaching is defined as: "Scaffolding teaching should provide learners with a conceptual framework to construct their understanding of knowledge. The concepts in this framework are necessary to develop learners' further understanding of the problem. Therefore, complex learning tasks should be decomposed in advance in order to gradually guide learners' understanding to a deeper level. "

Scaffolding teaching method is a learner-centered teaching method based on constructivism learning theory, aiming at cultivating students' problem-solving ability and autonomous learning ability. This teaching method refers to providing appropriate and small-step clues or hints (scaffolding) for students' learning step by step, so that students can gradually discover and solve problems in learning through these scaffolding, master what they want to learn, improve their ability to solve problems, and grow into an independent learner.

Extended data:

In the concrete implementation of scaffolding teaching mode, we should pay attention to the following problems:

1, teachers should accurately understand the meaning of scaffolding in the implementation of scaffolding teaching, but not superficially, let alone unilaterally or even wrongly. Different students have different knowledge bases, so the choice of scaffolds is naturally different. The scaffolding that students choose must match their actual ability, which can help students provide them with better learning ideas and problem-solving thinking.

2. Teachers should set up teaching scaffolding reasonably according to students' actual ability. The role of scaffolding is to help students tide over difficulties and deepen their understanding of knowledge. It is the ultimate goal of teachers to cultivate students' thinking ability, intelligence level, innovative consciousness and critical spirit, and make them become socialist talents with innovative quality and independent personality.

3. The scaffolding set by teachers must be gradually withdrawn and dynamic, and the scope of teaching scaffolding set by teachers cannot exceed the students' ability level. Because students' learning level is rising in a wave-like spiral every day and the external environment is constantly changing, the scaffolding set up by teachers for the development of mathematics ability cannot be static, but must be gradually withdrawn and branched according to the development of students' knowledge and practical ability, so that the scaffolding set is in the process of dynamic withdrawal.

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