教学活动是师生之间、学生之间交往互动及共同发展的过程。新课程强调学生的主体性,这是因为学生在课堂中主动建构的知识远比被动接受的知识深刻。支架式教学倡导教师对学习任务加以分解,使学习者沿着“支架”逐步攀升,从而达到意义建构,解决地理问题。本文以“地球公转的地理意义”教学为例,探索支架式教学的策略。一、支架式教学支架式教学的理论基础源于皮亚杰的建构主义学习观、维果茨基的“最近发展区”理论及布鲁纳的认知学习理论。其中,最直接、最重要的理论基石是“最近发展 Teaching activities are the process of interaction and common development among students, teachers and students. The new curriculum emphasizes the student’s subjectivity because students take more initiative to construct in the classroom than passively accepted knowledge. Scaffolding teachers advocate the decomposition of learning tasks, so that learners along the ”stent “ gradually increased, so as to achieve the construction of meaning and solve geographical problems. This paper explores the strategy of scaffolding teaching by taking the teaching of ”the geographical significance of the earth revolution“ as an example. First, the theoretical basis of stenting teaching Stent teaching from Piaget’s constructivist learning concept, Vygotsky’s ”recent development “ theory and Bruner’s cognitive learning theory. Among them, the most direct and most important theoretical foundation is ”recent development."