Development of scaffolding teaching model for enhancing independent learning ability of undergraduate students in china

Abstract

Chinese universities attach great importance to quality education, and relevant policies emphasize the importance of independent learning ability. On the basis of analyzing the causes of lack of independent learning ability of students and the benefits of scaffolding teaching, the purpose and significance of this study are expounded. This thesis solves this problem by developing a scaffolding teaching model to help undergraduates improve their independent learning ability. Firstly, 31 students were selected from 511 undergraduate students in the Fine Arts Department of Huanggang Normal University as the experimental group by simple random sampling and stratified sampling. Secondly, questionnaires for students and teachers were carried out, and the scaffolding teaching model of woodcut prints is designed. Finally, a quasi-experiment was conducted to verify the effectiveness of the scaffolding teaching model through a pre-test, a post-test and the t-test method. The scaffolding teaching model significantly improves independent learning ability, which verifies the research hypothesis. This study developed a procedural scaffolding teaching model. Through the five steps, students improved their independent learning ability in three stages: problem scaffolding, student-centered scaffolding, and mixed online and offline learning scaffolding.

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