脚手架理论在初中地理学困生作业设计中的应用研究

A Research on the Application of Scaffolding Theory to Homework Design for Underachievers in Junior High Geography

摘要: 当前的初中地理教学中，学困生群体普遍存在作业完成质量低、知识掌握薄弱、地理思维缺失、学习自信心不足等问题。传统同质化、一刀切的作业设计模式无法适配学困生的认知水平与学习需求，进一步制约了学困生的转化提升与地理核心素养的落地。本文基于初中地理的教学现状，结合地理学困生的成因与特质，在系统阐释脚手架理论的内涵与理论基础上，探究该理论在初中地理学困生作业设计中的具体应用路径。通过构建分层化、阶梯化、个性化等作业体系，助力学困生夯实地理基础、培育地理思维、提升学习能力，为初中地理学困生转化教学与差异化作业设计提供参考。

Abstract: In current junior high school geography instruction, low-achieving students commonly exhibit problems such as poor homework completion, insufficient mastery of subject knowledge, underdeveloped geographical thinking skills, and a lack of learning confidence. The traditional homogenized, one-size-fits-all approach to homework design fails to accommodate the cognitive levels and learning needs of these students, thereby further impeding their academic progress and the realization of core geographic competencies. Drawing on the current state of junior high school geography teaching and considering the causes and characteristics of low-achieving geography learners, this paper systematically elucidates the conceptual framework and theoretical underpinnings of scaffolding theory, and then explores its practical application in designing homework for these students. By constructing a layered, graded, and personalized homework system, the study aims to help low-achieving students consolidate their geographical foundations, cultivate geographical thinking, and enhance their overall learning capacity, with the goal of providing a useful reference for transformative instruction and differentiated homework design in junior high school geography education.