Research on the Construction and Application of Specialized Delivery Classroom Model for Urban Disadvantaged Schools—Based on the Perspective of Scaffolding Teaching Strategy
Improving the classroom effect of urban disadvantaged schools is an important part of the quality and balanced development of basic education.In practice,special delivery classrooms are mostly used to improve their classroom effect,but the sense of presence and learning motivation of students are insufficient.For this reason,a special delivery classroom model integrating scaffolding strategy is constructed,which can realize students'effective processing of teaching information by enhancing interaction through scaffolding and promoting understanding through interaction.The empirical results show that(1)the students in the special delivery class integrated with the scaffolding strategy have a stronger sense of teaching presence and cognitive presence than those in the conventional special delivery class,but there is no significant difference in the social presence of the students in the two classes;(2)the students in the special delivery class integrated with the scaffolding strategy have higher scores on the value component and expectation component of learning motivation than those in the conventional class,and they have lower anxiety about the exams;(3)the special delivery class integrated with the scaffolding strategy presents a teacher-led and student-dominated teaching structure,with a harmonious classroom atmosphere and a stable and orderly frequency and rhythm of teacher-student discourse interaction.The findings of the study have certain reference value for the teaching design and activity organization of both the classroom of the urban disadvantaged school and the special delivery classroom.
Urban disadvantaged schoolSpecialized delivery classroomScaffoldingSense of presenceLearning motivation
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