支架式教学法在初中英语写作教学中的应用研究

AbstractEnglishwritinghaslongbeenachallengeformoststudents,whogenerallyexhibitlowinterestinwritingandweakwritingabilities.Currently,manylinguistsandEnglishteachersareactivelyexploringmethodsandstrategiestoimprovestudents’writtenexpression.Consequently,oneofthehottopicsinthefieldofforeignlanguageteachingandresearchishowtocultivatestudents’writingskillsandenhancetheirwritingproficiency.Therefore,thescaffoldingteachingmethodbasedonconstructivismcameintobeing,andthescaffoldingteachingmethodputforwardcreativeideasindealingwiththerelationshipbetweenteachingandlearning.Itemphasizesthelearner-centeredapproach,paysattentiontoguidingstudentstomastereffectivewritingstrategies,providesappropriatehelpaccordingtostudents’recentdevelopmentarea,guidesstudentstograduallybreakdowncomplexwritingtasksintosmallsteps,andguidesstudentstograduallymasterknowledgeandskillstocompletewriting.Scaffoldingteachingapproachreducesstudents’writingdifficulty.Atthesametime,itcanimprovestudents’writingconfidenceandprovideanewwaytoimprovejuniormiddleschoolEnglishwritingteaching.Therefore,scaffoldingteachingmethodhasapromisingfutureinEnglishwritingteaching.Theuseofscaffoldingteachingmethodcaneffectivelystimulatelearners’interestinwriting,whichismoreconducivetoimprovingstudents’thinkingabilitycomparedwithtraditionalteachingmethods,andlaysagoodfoundationforlearners’futurelearningandprogress.Teachersshouldhelpstudentsconstructconceptualscaffoldsandcultivatestudents’self-learningabilityandproblem-solvingability.Thispapersortsouttherelevantconceptsofscaffoldingteaching,explorestheoutstandingcharacteristicsofscaffoldingteachingmethod,anddiscussestheapplicationprocessofscaffoldingteachingmethodinjuniormiddleschoolEnglishwritingclassroomfromthemainroleofscaffoldingteachingtheoryinEnglishclassroomteaching,whichhasimportanttheoreticalandpracticalsignificanceforimprovingjuniormiddleschoolEnglishwritingteachingandimprovingstudents’Englishwritinglevel.Keywords:ScaffoldingTeachingMethod;JuniorHighSchool;EnglishWritingInstruction摘要写作是初中英语学科重要的学习内容，它可以全面考查学生英语学习的状况，为教师的教学提供重要的依据。目前由许多语言学家和英语教师都在积极探讨提高学生书面表达的方法及策略，因而外语教学和研究领域的热点话题之一就是如何培养学生的写作能力以及提高学生的写作水平。为此，基于建构主义的支架式教学法应运而生，支架式教学法在处理教与学二者的关系方面提出了富有创造性的见解。它强调以学习者为中心，注重引导学生掌握有效的写作策略，根据学生的最近发展区提供适当的帮助，引导学生逐步掌握知识和技能并完成写作，这为改善初中英语写作教学提供了新的思路。因此，将支架式教学法应用于初中英语的写作教学当中，革新了初中英语写作教学的教学方式，相比于传统的教学方法更有利于提高学生思维能力，为学习者以后的学习与进步打下良好的基础。本文梳理了支架式教学的相关概念和突出特点，分析支架式教学法应用于初中英语写作教学中的可行性与价值，从学生的英语写作的兴趣动机、写作能力，支架式教学法的教学环节包括支架建构、情境创设、独立探索、协作学习和效果评价六个维度制定学生问卷，同时对教师进行半结构化访谈，发现支架式教学法在实践过程中存在支架建构准备不充分、情境创设方式单一化、自主探究引导不足等问题。据此，分析得出原因，发现教师教学观念落后和教师缺乏支架式教学理论知识等因素都会影响支架式教学法在初中英语写作教学中的使用效果。针对上述现状及问题得出支架式教学法应用策略具体应从教师加强理论学习，提升支架式教学意识、搭建基础支架，明确写作目的、创设写作教学情境，激发写作积极性、加强协作交流，共享写作成果四个方面提出，以期有效提升支架式教学法应用于初中英语写作教学中的可操作性。最后，进行初中英语写作的支架式教学案例设计，为教学实践提供参考。关键词：支架式教学法初中英语英语写作ContentsAbstractI摘要II1Introduction 11.1Researchbackground11.1.1AdapttotheneedsofEnglishcurriculumstandard11.1.2Applicabilityofthescaffoldteachingmethod21.1.3AnalysisofthecurrentsituationofjuniorhighschoolEnglishwritingteaching21.2Researchsignificance31.2.1Theoreticalsignificance31.2.2Practicalsignificance32LiteratureReview52.1Definitionofscaffoldingteachingmethod52.2Keyfeaturesofthescaffoldteachingmethod52.2.1Teachingremainswithinthezoneofproximaldevelopment52.2.2Developstudents’subjectivity62.2.3Payattentiontothecommunicationbetweenteachersandstudents62.3Thelinkofthescaffoldteachingmethod72.3.1Scaffolding72.3.2Creatingproblemsituations82.3.3Independentexploration82.3.4Collaborativelearning92.3.5Effectevaluation92.4AreviewofresearchonscaffoldedEnglishwritinginstruction102.4.1Researchsummaryofscaffoldingteachingmethod102.4.2ResearchonscaffoldEnglishwritingteaching123Theoreticalbasis153.1Constructivismtheory153.2Zoneofproximaldevelopmenttheory154AnanalysisofthefeasibilityandvalueofscaffoldingteachingmethodinjuniormiddleschoolEnglishwritingteaching174.1Unityofsubjectandobject174.1.2Cognitivecompatibility174.1.3Processadaptation174.2ValueanalysisofscaffoldingteachingmethodappliedtojuniorhighschoolEnglishwriting184.2.1Helptopromotetheinnovationofteachingmode184.2.2Helptoimprovestudents’thinkingability195Researchdesign205.1Researchobjectives205.2Researchmethods205.2.1QuestionnaireSurvey205.2.2InterviewMethod216AsurveyonthecurrentsituationandresultanalysisoftheapplicationofscaffoldedteachingmethodinjuniormiddleschoolEnglishwritingteaching226.1Statisticsandanalysisofstudentquestionnairesurveyresults226.1.1SurveyProcessofQuestionnaireSurvey226.1.2Analysisoftheresultsofthequestionnairesurvey226.2StatisticsandAnalysisofTeacherInterviewResults236.2.1SurveyProcessofInterviewMethod226.2.2AnalysisofthesurveyresultsofInterviewmethod227Analysisofthereasonsfortheproblemsintheapplicationofframeteachingmethodin26juniorhighschoolEnglishwritingteaching267.1Teachers’TeachingConceptsLagbehind267.2Lackoftheoreticalknowledgeofscaffoldingteaching268ApplicationstrategiesofframeteachingmethodinjuniorhighschoolEnglishwritingteaching288.1Strengthentheoreticallearningandenhancetheawarenessofscaffoldingteaching288.2Buildthebasicscaffoldingandmakepreparationforwriting288.3Settingupsituationalscaffoldingandclarifyingthepurposeofwriting298.4Constructthequestionframeandhighlightthemainpointsofwriting298.5Strengtheningcooperation,communicationandsharingwritingresults299ThecasedesignofscaffoldingteachingmethodappliedtojuniormiddleschoolEnglishwritingteaching319.1Pre-writingscaffoldingpreparation319.2Instructionaldesigninwriting319.2.1Createproblemsituationstohelpdevelopassociations319.2.2Independentexplorationprovidesadvancedscaffolding329.2.3CollaborativelearningSharingwritingresults329.3Designtheeffectevaluationbasedonpositivefeedbackafterwriting329.4Casesummaryandanalysis3310Conclusion35References36Acknowledgements38Introduction1.1Researchbackground1.1.1AdapttotheneedsofEnglishcurriculumstandardsEnglishwritingisakindofwrittencommunicationskillthatcomprehensivelyusesEnglishknowledgetoexport,whichcanbestreflectstudents’masteryoflanguage.InApril2022,theMinistryofEducationissuedtheEnglishCurriculumStandardsforCompulsoryEducation(2022Edition)(laterreferredtoasthenewcurriculumStandards),whichgradedtheEnglishwritinginthecompulsoryeducationstageaccordingtothegradefromsmalltolarge,andeachlevelhasdifferentgoalsandrequirementsforthefourskillsofEnglishlistening,speaking,readingandwriting.Amongthem,itismentionedthatstudentsingrades7-9shouldlearntoindependentlyconstructandinternalizenewknowledge,useavarietyoftoolsandmeans,learntothinkindependently,establishthecorrelationbetweenoldandnewknowledge,andindependentlyconstructstructurednewknowledgebasedontext.Underthebackgroundofcoreliteracy,thecurrentreformaimstocultivatetalentswithall-rounddevelopmentandinnovativeability.Thenewcurriculumstandardpointsoutthatweshouldattachimportancetostudents’emotionalattitude,helpstudentsdevelopgoodlearninghabits,guidestudentstoformeffectivewritingstrategies,andhelpstudentsdevelopindependentlearningabilityandcooperativespirit.Cultivatestudents’observation,memory,thinking,imaginationabilityandinnovativespirit.However,inthepracticeofEnglishwritingteaching,westillfacemanychallenges.Studentshaveindividualdifferences,unevenlearningability,andheavyteachingtasks.Itisobviouslydifficultforteacherstomeetthecoreconceptofthenewcurriculumstandardswiththeirtraditionalsingleteachingmethod.1.1.2ApplicabilityofthescaffoldteachingmethodIn1976,AmericaneducatorsandpsychologistsBrunerandWood,basedonVygotsky’s“zoneofproximaldevelopment”theory,propose“scaffoldingteaching”intheRoleofteachinginproblemsolving.Amongthem,scaffoldingteachingmethodismentioned.Scaffoldingteachingmethodreferstoateachingmodeinwhichteachersplayaguidingroleinstudents’learningprocess,carefullydesignteachingactivitiesandteachingtasks,transferthetaskofmanaginglearningfromteacherstostudents,andfinallyremovethescaffolding.Thistheorynotonlyconformstothelawofstudents’cognitivedevelopment,butalsocontainsthepowertostimulatestudents’infinitepotential,showingauniquecharmineducationalpracticeandinjectingnewvitalityintoteaching.Thescaffoldingteachingmethodisbasedontheconstructivismtheory.Itscoreliesinhighlightingthesubjectstatusofstudentsandfullystimulatingtheirsubjectiveinitiative.Learnersdonotpassivelyacceptknowledge,butactivelyconstructknowledge.Theteachingmethodemphasizesthethreecorecharacteristicsoflearning:activeconstructivity,socialinteractionandsituationality,andstudentscancontinuouslyrealizethemeaningconstructionofknowledge.Asateachingmodebasedonthecomplementarityofteachingandlearning,theteachingofteachersisguidedbytheteachingofstudentsandthelearningofstudentsisledbythescaffoldingteachingmethod,itcanbettermeettheneedsofstudentsintheteachingofEnglishwriting.Therefore,teachersshouldbuilda“scaffold”forstudents’learning,andgraduallytransferthetaskofmanaginglearningfromteacherstostudentsthemselvesthroughaseriesoflinkssuchas“scaffolding”,creatingproblemsituations,independentexploration,collaborativelearning,andeffectevaluation.Therefore,theintroductionofscaffoldingteachingintoEnglishwritingteachingcanprovidetheoreticalandpracticalguidanceforwritingteaching.1.1.3AnalysisofthecurrentsituationofjuniorhighschoolEnglishwritingteachingWritingteachingisaveryimportantpartofjuniorhighschoolEnglishteaching,whichcannotonlyhelpstudentsunderstandanduseEnglishbetter,butalsoimprovetheirEnglishexpressionability.However,thetraditionalteachingmodeof“teacherssetquestions-studentswrite-teacherscorrect”stilloccupiesthemainpositioninwritingteaching.InthetraditionalEnglishwritingteachingmode,teacherstendtoignoretheteachingprocessofwritingandthedominantpositionofstudentsinteaching,whichmakesteacherspaymoreattentiontotheresultofEnglishwritingthanthelearningprocessofEnglishwriting.Influencedbytest-orientededucation,teachersandstudentsfocustoomuchonessayscores,orspendmostofthewritingclassmemorizinghigh-scoringessaytemplates.Payingtoomuchattentiontothefinalscoreofthecomposition,ignoringthetrainingofjuniorhighschoolstudents’writingthinkinginthewritingprocess.Ontheotherhand,juniorhighschoolstudentshaveaweaklanguagefoundation,insufficientvocabularyreserve,andfrequentgrammaticalmistakesinwriting,whichleadstotheirfearofwritingandoftenpanicwhentheypickuptheirpen,eitherrepeatedlytangledthebeginningordealtwithitwithsimplesentences.Thelackoflogicalwordtandembetweenparagraphs,thelackofstudents’logicalthinkingtrainingandthelackofsystematiclogicalframeworkguidanceintraditionalteachingmakeitdifficultforstudentstoconstructcoherenttextstructure.Therefore,scaffoldingteachingmethod,asanadvancedteachingmode,isdifferentfromthetraditionalEnglishwritingteachingmodeandcanprovideuswithanewperspectivetofurtherimproveEnglishwritingteaching.1.2Researchsignificance1.2.1TheoreticalsignificanceScaffoldingteachingmethodisateachingmethodologybasedonthetheoryofrecentdevelopmentareaandconstructivism.Itisareasonableenrichmentandperfectionoftherelevanttheoriesoftraditionalwritingteaching,anditeffectivelyimplementsthestudent-centeredteachingconcept.Itbreakstheproceduralteachingmethodunderthetraditionalconcept,effectivelysolvesthetheoreticaldeficienciesinthecurrentEnglishwritingteaching,andfurtherimprovesthetheoreticalframeworkintheteachingprocess.Itprovidesanovelandeffectiveteachingmethodforteacherstomakereasonableuseofscaffoldingteachinginteaching,buildappropriatescaffoldingaccordingtotheactualsituationofstudentsandtherequirementsofwritingtasks,andprovidestudentswithtargetedguidanceandsupport,whichishelpfultohelpstudentsovercomedifficultiesinthewritingprocess,improveteachingquality,andthusimprovestudents’Englishwritingability.Atthesametime,exploringtheapplicationpathandprocessofscaffoldingteachingmethodinjuniorhighschoolEnglishwritingisconducivetotheimprovementofrelevanttheories,andthenprovidenewideasforjuniorhighschoolEnglishwritingteachingresearch.Atthesametime,thisstudyisalsohelpfultodeepentheunderstandingofthenatureandrulesofEnglishwritingteaching,andcontributetotheconstructionofamorescientificandsystematictheoreticalsystemofEnglishwritingteaching.1.2.2PracticalsignificanceThescaffoldingteachingmethodisinlinewiththeeducationalconceptofthenewcurriculumstandard,whichaimsatthedevelopmentofstudents’corequalities.Itpaysmoreattentiontostudents’abilityofindependentinquiry,problemsolvingandcooperativelearning,andattachesgreatimportancetothebenigncommunicationbetweenteachersandstudents,sothatteacherscanrealizethetransformationfromfocusingonstudents’resultstofocusingonstudents’writingprocess.Ontheotherhand,forjuniorhighschoolstudents,scaffoldingteachingmethodplaysagoodroleinstimulatingstudents’interestinwriting,correctingtheirwritingattitudeandimprovingtheirwritingability,andfurtherhelpsstudentsdevelopwritinghabits.Atthesametime,thisteachingmodecannotonlyincreasestudents’learningmotivationandself-confidence,butalsocultivatetheirindependentlearningabilityandinnovativethinking.Itisalsoconducivetotheimprovementofstudents’independentlearningabilityandcognitivelevel.Forteachers,thefurtherapplicationofscaffoldingteachingmethodinjuniormiddleschoolEnglishwritingteachingcanhelpteachersformarelativelysystematicEnglishteachingmode,improveteachers’teachingqualityandcultivateteachers’educationalfeelings.2LiteratureReview2.1DefinitionofscaffoldingteachingmethodScaffoldingteachingismainlyderivedfromconstructivistlearningtheoryandVygotsky's“zoneofproximaldevelopment”theory,whichreferstothegapbetweenstudents’currentdevelopmentlevelandpotentialdevelopmentlevel.ScaffoldingteachingmethodwasfirstproposedbyforeigncognitivepsychologistsWood,BrunerandRossin1976onthebasisofthe“mother’sinfluenceonchildren’slanguagedevelopment'”experiment.Theexactconceptofscaffoldingteachingisthatteachersshouldprovideakindof“scaffolding”forstudentstoeffectivelyunderstandknowledge,andwiththehelpof“scaffolding”furthermakestudentsunderstandtheteachingcontentinadeeplevel.Itisnotonlyakindofteachingideabutalsoakindofteachingmode.Scaffoldingteachingisakindofteachingmodewhichtakesstudentsasthemainbody,takesstudents’ownknowledgelevelasthebasis,andaimsatcultivatingstudents’knowledgeskillsandinnovationability,soastofurtherreleaseandexertstudents’potential.Inthisteachingmode,teachersshouldpayspecialattentiontotheconstructionofakindofcooperation,communication,discussion,competitionteachingclassroomculture,sothatstudentscanexerttheirinitiative,enthusiasmandcreativitytothegreatestextentunderthesubtleinfluenceofthisculture,andfinallymaketheircomprehensivequalityhasbeengreatlyimproved.Thecoreofthistheoryistopromotestudents’activelearningandabilitytoconstructknowledgeindependently,whileemphasizingtheinteractionandcooperationbetweenteachersandstudents.Withstudentsasthemainbody,students’ownknowledgelevelasthebasis,tocultivatestudents’knowledgeskillsandinnovationabilityasthegoal,sothatstudents’potentialcanbefurtherreleasedandplay.2.2Keyfeaturesofthescaffoldteachingmethod2.2.1TeachingremainswithinthezoneofproximaldevelopmentThetheoreticalbasisofscaffoldingteachingrequiresthatthewholeteachingmustalwaysbekeptwithinthestudent'simmediatedevelopmentzone.Itisadynamicconceptthatisthedistancebetweenwhatchildrencandoontheirownandthenextleveltheycanreachwiththeeffectivehelpofothers.HuangChunmeibelievesthattherecentdevelopmentareamakesusrealizethatthedevelopmentofstudentsneedstobecontinuouslytransformedintheinteraction.Whendesigningtheteachingprocess,teachersshouldtakestudents’actualknowledgelevelandabilitylevelasanimportantreferencepoint.Thetraditionaleducationmodeof“spoon-feeding”and“fillingtheclassroom”notonlyviolatesthedevelopmentlawofhumancognitionofnewthings,butalsoisnotconducivetoimprovingstudents’cognitionlevel.Scaffoldingteachingmethodistorealizethetransitionfromthecurrentlevelofdevelopmenttothepotentiallevelofdevelopmentbygivingandgraduallyremovingthescaffoldinginthelearningsituationcreatedbytheteacher.Inthewholeteachingprocess,basedonthetheoryofthenearestdevelopmentzone,teachersshouldeffectivelyevaluatetherecentdevelopmentlevelandpotentialdevelopmentlevelofstudents.Teachingwithinthenearestdevelopmentzonecannotonlytrainandstrengthentheinternalpsychologicalfunctionofvocationalstudents,butalsostimulatethepsychologicalfunctionthatdoesnotexistatpresent,soastopromotethedevelopmentofstudents.2.2.2Developstudents’subjectivityThedesignofteachingobjectivesinscaffoldingteachingshouldaimatdevelopingstudents’subjectivity.Thepurposeofthescaffoldingteachingmethodistocultivatestudents’autonomouslearningability.Intheprocessoflearning,teachersarerequiredtotransfertheresponsibilityofsupervision,managementandadjustmenttostudents.Inthewholelearningprocess,studentsneedtothinkindependently,activelyexplore,andgraduallygrasptheinitiativeoflearningundertheguidanceofteachers.Thiswayoflearningcannotonlyimprovestudents’independentlearningability,butalsocultivatetheirinnovativethinkingandproblem-solvingability.Student-centeredteachingnotonlyrequiresstudents’physiologicalmaturityasthebasis,butalsoemphasizesstudents’existingcognitiveexperienceasthecenter.2.2.3PayattentiontothecommunicationbetweenteachersandstudentsTeachersshouldpaygreatattentiontothecommunicationbetweenteachersandstudentsandstudentsintheteachingprocess.Animportantprocessofscaffoldingteachingmodeistouseknowledgescaffoldingtoconstructknowledgeonthebasisofstudents’originalknowledgeexperience,sostudents’originalknowledgeexperiencebecomestheinfluence.Socialconstructivismtheoryholdsthatlearningcanonlytakeplaceinthecontextofsocialinteraction,andstudentscanachieverealdevelopment.Interactionshouldbemediatedbyactivities,soscaffoldingteachingrequiresteacherstoorganizeactivitiesconducivetostudents’learningintheteachingprocess,sothatstudentscangethelpintheactivitiesandactivelyconstructknowledge.Inthewholeprocessofscaffoldingteaching,teachersandstudentsworktogethertosolvethesameproblem.Inthecooperationbetweenteachersandstudents,theteacheristhepilotinexperienceandhasanoverallgraspofthepossibledirectionoftheactivity.However,theteacherdoesnotcontrolorrestricttheactivitiesofthestudents,butsupportsandexpandsthelearningofthestudentsinawayof“supportingthebackandguidingthefront”.Individualstudentsshouldactivelycommunicatewithteachersandotherstudents,expoundtheirownunderstandingoftheknowledgesectoringoodcommunication,inspiretheirownthinkingingoodcommunication,andexchangetheirownopinionsingoodcommunication.2.3ThelinkofthescaffoldteachingmethodEachlinkofscaffoldingteachingmethodiscloselylinkedandinterlinked.ProfessorHoghorndivideditintofiveparts.Thatis,scaffolding,enteringthesituation,independentexploration,collaborativelearning,effectevaluation.图1-1支架式教学法环节Fig.1-1Thelinkofscaffoldingteachingmethod2.3.1ScaffoldingTeachersbreakdownthelearningtasksaccordingtotherequirementsofstudents’recentdevelopmentareas,helpstudentsestablishlearninggoals,providedirectionsforstudentstoexploresituations,andestablishaconceptualframeworkforthewholetaskaroundthelearningtheme.Specifically,beforeteachingactivities,accordingtothethree-dimensionalteachingobjectivesof“knowledgeandskills”,“processandmethod”,“emotionalattitudeandvalues”,combinedwiththecharacteristicsofEnglishsubjectsandspecificteachingcontentrequirements,teachersconductadetailedanalysisofthecomponentsandhierarchicalrelationshipsoftheabilitiesstipulatedintheteachingobjectivesandthatneedtobeacquiredbystudents.Thus,theorderofstudents’learningandtheteachingconditionsthatteachersshouldprovidearedetermined,andthetypeofsupportsuitableforstudents’learningisselected.Therearemanyformsofsupport.Suchasproblembracket,examplebracket,chartbracket,etc.2.3.2CreatingproblemsituationsTeachersguidestudentstoentersituations.Infact,teachersintroducestudentstoaninterestingproblemsituationthroughcertainmeans,sothatstudents’existingexperienceconflictswithnewproblems.Inarelativelypleasantenvironment,studentscaneffectivelystimulatetheirinterestanddesiretoexploreandmobilizetheirenthusiasmforlearning.Oncestudentshavethedesiretolearn,theywilltaketheinitiativetoproceedtothenextstageofindependentexploration.Thebestproblemsituationshouldhavethefollowingbasiccriteria:first,theunknownthingsthatshouldberevealedtothestudents;Secondly,itcantriggerorhastriggeredstudents’cognitiveneedforunknownthings;Third,studentshavethepossibilitytosolveproblemswiththehelpofothers.Thebestproblemsituationistheoneinthestudent'srecentdevelopmentzone,whichcanarousethestudent'scognitiveneeds,interestandmotivation,andstimulatethestudent'sthirstforknowledge.Theproblemspresentedtostudentsbecomeaspecificlearningtask,andsolvingtheseproblemsconstitutesalearningactivity,andstudentshavethepossibilityofknowledge,experienceandabilitytosolvetheproblems.Therefore,theoptimalproblemsituationisthepremiseandguaranteeforteacherstosetupstudents’learning.2.3.3IndependentexplorationInthispart,theteacherprovidestheconceptualframeworkforstudentstoexplorethelearningcontentaccordingtotheteachingcontentandcontentcharacteristics.Thepurposeistohelpstudentsestablishgoalsandprovidedirectionsforstudentstoexploretheproblemsituation.Studentsshouldfocusonthecurrentlearningcontentanddecidethedirectionofexplorationaccordingtotheirownunderstandingandabilitylevelonthebasisoftheiroriginalcognition.Choosedifferentwaysandmethods.Teachersshouldguidestudentsbyaskingquestions,demonstratingandotherwaystoprovideprototypesforproblemsolving.Theexplorationinvolvesidentifyingthevariousattributesassociatedwithagivenconceptandplacingthevariousattributesinorderofimportance.Atthebeginning,theexplorationshouldbeinspiredandguidedbytheteacher,andthenletthestudentsanalyzeitthemselves;Intheprocessofexploration,teachersshouldprompttimelyandhelpstudentsclimbalongtheconceptualframework.Withthedeepeningofteaching,teachers’guidanceshouldalsobegraduallyreducedwiththeenhancementofstudents’problem-solvingabilityuntilthesupportisfinallyremoved.Studentsgraduallyincreasetheirindependentexplorationoftheproblem,andcancontinuetoclimbintheconceptualframework,andfinallycompletethetaskofself-management,self-monitoringandexploration.2.3.4CollaborativelearningAtthisstage,themaintaskofteachersistoestablishastudentgrouptojointlysolvetheproblemsencounteredintheprocessofindependentexplorationthroughsharingandcommunicationbetweenstudentsandteachers.Accordingtotheteachingneeds,studentscanbedividedintodifferentlearninggroupstoconductgroupconsultation,discussthesuccessfulexperienceandproblemsencounteredbetweenstudentsandstudents,andbetweenstudentsandteachers,andcompleteamorecorrectunderstandingoftheknowledgeandexperienceandthemeaningconstructionoftheknowledge.Theresultsofthediscussionmayincreaseordecreasetheattributesoriginallyidentifiedandrelatedtotheconceptscurrentlystudied,andtheorderofthevariousattributesmayalsobeadjusted,andthecomplexsituationofconflictingopinionsandconflictingattitudeswillgraduallybecomeclearandconsistent.Whilegivingeachstudentfullautonomytoexploreandsolveproblemsindependently,scaffoldingteachingalsoemphasizesthecommunicative,cooperativeandmutualassistanceoflearningactivitiesinaspecificcontext,andemphasizestheintrinsicsignificanceandvalueofgroupinteractionsuchasperformance,exchange,communicationanddiscussionincooperationforknowledgeconstruction.Therefore,onthebasisofsharingtheresultsofcollectivethinking,amorecomprehensiveandcorrectunderstandingofthecurrentconceptsisachieved,thatis,themeaningconstructionofthelearnedknowledgeisfinallycompleted.2.3.5EffectevaluationConstructivelearningisdiagnosticandreflectivelearning,sotheeffectevaluationisintegratedwiththeprocessofproblemexploration.Evaluationmainlyhasthefollowingthreebasiccharacteristics.First,theevaluationsubjectisdiversified.Evaluationsubjectsincludeteacher