Scaffolding is literally translated as "scaffolding", which is called "scaffolding theory" in pedagogy, also known as scaffolding teaching or teaching scaffolding. It refers to a teaching method that students can improve their learning ability by providing sufficient support when learning a new concept or skill.

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

Scaffolding teaching consists of the following links:

1, scaffolding

Around the current learning theme, the conceptual framework is established according to the requirements of the "zone of proximal development".

Step 2 enter the situation

Introduce students into a problem situation (a node in the conceptual framework).

Step 3 explore independently

Let students explore independently. The content of exploration includes: determining various attributes related to a given concept and ranking them according to their importance. At the beginning of exploration, teachers should first inspire and guide (such as demonstrating or introducing the process of understanding similar concepts), and then let students analyze themselves; In the process of exploration, teachers should prompt in time to help students gradually climb along the conceptual framework. At first, there could be more guidance and help, and then it gradually decreased-more and more students were allowed to explore by themselves; Finally, we should strive to make students climb up in the conceptual framework without the guidance of teachers.

4. Collaborative learning

Conduct group consultation and discussion. The results of the discussion may increase or decrease the previously determined attributes related to the currently studied concepts, and the arrangement order of various attributes may also be adjusted, so that the complicated situation with different opinions and colors will gradually become clear and consistent. On the basis of sharing the results of collective thinking, we can achieve a more comprehensive and correct understanding of the concepts we have learned at present, that is, we can finally complete the meaning construction of the knowledge we have learned.

5. Effect evaluation

The evaluation of learning effect includes students' self-evaluation and the evaluation of individual learning by the study group. The evaluation contents include:

① Self-study ability;

② Contribution to group cooperative learning;

③ Whether the meaning construction of the learned knowledge has been completed.

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