Research On The Application Of Scaffolding Teaching Method In High Kinematics Unit

The new Course Reform to the development of students, emphasize the dominant position of the learner, Change the way students learn.therefore, teachers are required to change the traditional way of teaching. Teachers who are no longer indoctrination knowledge. But rather on the students’ prior knowledge and experience gradually guide students to discover and solve problems, construct new knowledge. this topic is on constructivist learning theory in three teaching mode(scaffolding instruction, anchored instruction, were randomized into teaching) Scaffolding Instruction in one high school physics kinematics practice research unit. Students just entering high school, thinking and learning methods are still stuck in junior high. High school physics knowledge, and ways of thinking and junior high school is very different, there are a lot of students meet, feel difficult to learn in high school physics, physics lose interest in learning. Scaffolding in high school physics kinematics practice research unit to do the middle and high school physical convergence, changing the way students learn physics and improve student interest and ability to study physics.This paper uses a literature review, survey research(questionnaire), the experimental method, statistical analysis, lessons learned and other methods of teaching model to study the stent. Access to a large number of documents on the basis of combined high school physics teaching practice, analyzed and explored in terms of scaffolding teaching principles, processes and strategies to build scaffolds. On the "uniform speed linear motion of the law," kinematic unit, and the "free fal " of two stents knowledge teaching theory practice case studies, before and after the experiment, the experimental class and the control class students interested in physics exam performance analysis using the statistical theory of education were analyzed.two months of physical classroom teaching practices stand down, to improve the students have a greater role in promoting academic achievement, but also on student self-learning ability, collaborative learning, experimental inquiry ability, the ability to ask questions is very effective. Change the way students learn and improve student interest in learning physics, and have achieved some results in terms of students’ practical and innovative capabilities.