High School Chemistry Scaffolding Teaching Research By Expert Teachers

In recent years,it is an important research topic for students to develop in an all-round way,change the teaching mode of the classroom,update the teaching concept,and change the role relationship between teachers and students.The realization of the basic education reform depends on the improvement of the educational ability of teachers in various disciplines.How to make the novice teachers quickly enter the teaching track,and learn to pay attention to the development of students and help the learning to improve in all aspects is worthy of attention.As one of the three teaching modes under the theory of constructivism,scaffolding instruction emphasizes that students are the center.Teachers pay attention to the existing knowledge and experience of students to build a support for students,and guide students to complete the construction of new knowledge autonomously.When it comes to paying attention to student development,it is important to learn to teach.Expert teachers use more strategies and techniques in their teaching.They can use their knowledge more effectively than new teachers to solve problems.They have more experience and ability to consume less time to complete more than new teachers,which is worth learning and analysis by novice teachers.However,from the literature point of view,the content of high school chemistry expert teachers is relatively small,so this paper aims to study the expert type of scaffolding instruction,which not only enriches the theory of scaffolding instruction,but also provides a support for novice teachers to grow rapidly.The study is divided into six chapters.The first chapter is "Introduction",which mainly introduces the background and significance of the research.The second chapter is the research review,including the definition of expert teachers and the meaning of scaffolding instruction,and summarizes the research of scaffolding instruction at home and abroad.The third chapter is the theoretical basis of this research,mainly from the theory of constructivism,the recent development zone and meaningful learning.The forth chapter describes the research design and research process of this paper,including the design of classroom observation and the design of interview research.The fifth chapter is the data analysis of this paper,including analysis of theinterview records and analysis of the cases obtained in the classroom observation.The sixth chapter discusses and reflects on the research in this paper.The expert teacher always pays attention to the existing knowledge or experience of the student and uses it as the starting point of the scaffolding which guides the students to build independently.The scaffolding is built according to the students' existing knowledge or ability.The expert teacher is good at observing the classroom to adjust the scaffolding at any time,and is good at reflecting on the accumulated experience after class,using a diversified method to build the scaffolding,and truly makes the education is in the front of the development.