Design And Practice Of The Chemistry Teaching In The High School Based On The Patterns Of The Scaffolding Teaching

A new round of curriculum reform has been carried out all over China. One of the keys to the new curriculum reform is the teaching reform. Therefore, guided by the theory of the new curriculum, the research into the curriculum reform of the high school chemistry is quite necessary in the new curriculum reform of the elementary education, in carrying out the education for all-round development, and in enhancing thoroughly the efficiency of the classroom teaching, cultivating the high-qualified persons who can adapt themselves to and promote the social development.The research into the chemistry teaching patterns and teaching design has always been the important contents of the chemistry teaching research in the high school. The paper is intended to study the application of the pattern of the scaffolding instruction, which is one of the three patterns of the constructivism learning theory (the scaffolding instruction, anchored instruction, random access instruction), in the high school chemistry teaching, which is expected to promote the students' learning capacities and levels in learning the chemistry, provide a certain theoretical support for the classroom teaching design in the high school chemistry guided by the ideas of the new curriculum, and offer experience for advancing the new curriculum chemistry teaching reform in the high school.The paper, employing the methods as follows, literature method, survey methodology (questionnaire survey), experiments and educational statistics, has studied the theory and practice of the patterns of the scaffolding instruction. The paper theoretically investigates the principles, processes and strategies of the scaffolding instruction design. Meanwhile, it investigates the practice of applying the scaffolding instruction theory into the teaching of chemical element compounds, basic concepts and basic principles, analyzes statistically the examination performances of the students in the experimented class and the common class in the three stages, and analyzes comprehensively the effects of the classroom teaching.The practice of the scaffolding instruction in a term illustrates the following outcomes: the scaffolding instruction is quite significant in promoting the teaching effects of the high school chemistry and the students' performances; it is also rather effective in enhancing the students' autonomic learning capacity, collaborative learning capacity, experiment capacity, the ability of raising questions and thinking; it is effective in stimulating the students' learning interests, transforming the students' learning methods and fostering the students' creativity and practice etc.