Design And Practice Of Chemistry Course Content In Junior Middle School Under The Framework Of Support Teaching Theory

The core issue of junior middle school chemistry teaching reform is theimprovement of effectiveness in teaching process, of students’ learning efficiencyand their learning ability. However, it has not welcomed the good result for theteaching reform for many years. There is a truth that we are facing a big challenge ofeducation reform, especially after the Ministry of Education of China launched anew round of basic education reform in2001, the teaching objective has beenchanged from the simple idea of imparting "knowledge and skill" to comprehensivethree-dimensional goal of "knowledge&skill, process&method, feeling, attitude andvalue", leading to "one standard, different types of textbooks"(follow the uniquenational standard but make different versions of textbooks). Teaching materialshave to be revised accordingly. On the one hand, new revisions not only emphasizethe relationship between science&technology, society and life, as well as reflect thefeature of "learning" in "utilization". On the other hand, new revisions havedesalinized subject knowledge system of traditional textbook. As a result, the newtextbook is appealing a higher teaching requirement which not only reflects the"usefulness" of knowledge in teaching to stimulate students’ enthusiasm in learning,but also aims to enhance students master basic concepts and principles so that the "three dimensional goal" can be realized. That is what we need to reform for teaching.Through a survey, we have found that most junior middle school teachers think thenew textbooks more difficult to use because students normally learn knowledge andskill, but they can not grasp the concept and principle completely.Thus, the traditional chemistry teaching model is difficult to fulfill the need ofstudent development now. So we must double check our teaching model and shape astudent-oriented value for teaching reform centering on student themselves, learningitself and learning effect. So the holistic chemistry curriculum format is veryimportant, but very hard to realize in reality. Coincidentally,"scaffolding instruction"based on constructivism principle has common with chemistry curriculum reform.Actually a few results have been seen from resent researches on "scaffoldinginstruction", but mainly on theoretical level, just one knowledge point or chapter.There is no thorough and comprehensive research on chemistry curriculum format at junior middle school level. Therefore, my research subject is junior middle schoolchemistry curriculum design and practice under the guideline of scaffoldinginstruction of teaching reform. It is significant and useful for junior middle schoolchemistry teaching reform.Based on an overall study on constructivism-guided scaffolding instructiontheory, my thesis analyzes "compulsory chemistry curriculum standards" andChemistry, junior middle school textbook. I specify teaching content and generalrequirement including basic concepts, basic principles, basic knowledge and basicskills involved in the textbook. Furthermore, combining with principle of scaffoldinginstruction, I build an original "logical constructive system map of junior middleschool chemistry knowledge" to guide the class teaching design. I especially make astudy case on one-year teaching practice of "junior middle school chemistrycurriculum reform experiment" in No.2Middle School of Economic DevelopmentZone of Qujing City, Yunnan Province. Remarkable teaching results have beenachieved by evaluating students’ learning effect and making comparative analysis onparallel controlling classes.The research has shown that the "logical constructive system of junior middleschool chemistry knowledge" based on the constructivism-guided "scaffoldinginstruction" theory has improved the teaching effectiveness of junior middle schoolchemistry. With the support of such a scaffolding, students develop their intelligenceto a higher level, and they gradually deepen their understanding. These studentsstruggle to climb the "scaffolding" layer by layer built by teachers, which makesteaching activity ahead of development. This curriculum design has access to findthe origin of scientific knowledge, to help students to form a complete framework ofconcepts and principles and recognize and understand the laws of natural science.The curriculum design is good to train and conduct students in developing theirability of scientific thinking, independent learning, knowledge construction andapplication. So it can make teacher-led and students-oriented teaching atmosphere,also can provide a good example for chemistry teaching.