The Practical Research Of Scaffolding Instruction In Senior High School Chemistry Teaching

With the deepening of the new curriculum reform,the traditional classroom teaching mode is also facing new challenges.Scaffolding teaching is a student-centered teaching mode aiming at cultivating students ' autonomous learning ability and problem solving ability.Compared with the traditional teaching mode centered on teaching,teachers,as the guide of the whole teaching process,construct scaffolding in the students ' recent development area.With the help of scaffolding,students complete self-construction through independent thinking and group cooperation,and improve the ability to analyze and solve problems.In this study,based on the theory of constructivism and the zone of proximal development,aiming at the actual problems in high school chemistry teaching,the scaffolding teaching research is put forward,and the process of scaffolding teaching is summarized.Taking three classical teaching modules 'ionization of electrolyte','nature of chlorine' and'important compounds of iron' in compulsory one textbook of PEP as examples,the design scheme of scaffolding teaching is compiled and used in classroom practice.Based on the results of the mid-course examination and the final examination,stratified test after class,student questionnaire and teacher interview after class,the following conclusions are obtained :(1)For the experimental class and the control class with no significant difference in entrance chemistry scores,the final examination scores of the experimental class are significantly better than those of the control class after a semester of differentiated teaching.(2)In the post-class stratified test,the students in the experimental class scored significantly higher than those in the control class in the thinking levels of abstract structure,relational structure and multi-point structure,indicating that scaffolding teaching can improve students' thinking development level.(3)Scaffolding teaching plays a significant role in improving students' abilities of autonomous learning,cooperative learning,experimental operation and knowledge system construction.(4)Teachers and students have high recognition of scaffolding teaching mode.The innovation of the research lies in: a variety of teaching scaffolds,such as situation scaffolds,experimental scaffolds,problem scaffolds and chart scaffolds,have been comprehensively applied in the thesis.The problem-solving and cooperation abilities of students were both improved through group cooperation research study.Meanwhile,in addition to performance tests,questionnaires and interview,after-school tests of different thinking levels were also designed to test the changes of students' thinking ability through SOLO classification evaluation,so as to make a more comprehensive evaluation of the teaching mode.