Teaching Practice Research of Scaffolding Instruction in Secondary Vocational Mechanical Courses

Abstract

Against the backdrop of vocational education reform and manufacturing industry upgrading, which have heightened talent requirements, this study addresses challenges in secondary vocational mechanical courses, including students' weak logical coherence, insufficient self-directed learning abilities, and poor initiative in seeking help. Grounded in Constructivism and the Zone of Proximal Development (ZPD) theory, scaffolding instruction is introduced into the teaching practice of these courses. Considering the pedagogical characteristics of secondary vocational mechanical curricula, a systematic framework is designed focusing on three dimensions: principles for scaffold construction, scaffold types, and scaffold adjustment strategies. Building upon the fundamental elements of scaffolding instruction and implementing adaptive modifications, a tailored scaffolding teaching process for secondary vocational mechanical courses is developed. Empirical implementation demonstrates that scaffolding instruction effectively enhances students' abilities in autonomous knowledge construction, collaborative learning, and problem-solving, thereby providing a referential pathway for the reform of mechanical engineering curricula in secondary vocational education.