An Experimental Study On The Teaching Of Scaffolding Teaching In Senior Chemistry

One of the key of elementary education reform is reconstructing the classroom teaching mode, and teaching mode is intermediary and bridge of teaching theory and teaching practice. From the development trend of teaching mode, we should pay attention to students’ development. For the integrated development of students, changing the classroom teaching mode, updating the teaching idea, transforming the way of student’s learning in the classroom, reconstructing the relationship between teachers and students in the classroom, has become the research subject of chemical educators.Under the guidance of the theory of the constructivism and the zone of proximal development by Vygotsky, the author conducted the research on Scaffolding Instruction in the chemistry teaching. We should give full play to the students’ subjectivity, independent exploration, and the ability of cooperation learning; play the role of teachers’ dominant; promote the development of students’ original intelligence to a higher level under the guidance of teachers.This thesis is divided into five parts. The first part is mainly about the research background, research subject, research content, research methods and research significance. The second part is concerned with the theory of the study, focusing on the core of constructivism theory. It includes constructivism concept of knowledge, constructivism learning theory, constructivism students view, analyzed constructivism; and elaborates the background and content of "recent developments" by Vygotsky. The third part is analysis about Scaffolding Instruction, including interpretation of "scaffolding" and "model", scaffolding instruction link, and the principle of Scaffolding Instruction. The fourth part of this paper is the empirical research, after system analysing and knowing about the experimental class, the author applies Scaffolding Instruction to teaching activities, and the content is mainly designed for the basic concepts of chemistry and compounds knowledge. After using the Scaffolding Instruction, the author analyzed student’s learning effect and found that students’ learning interest is highly improved; students’ learning methods and attitudes have changed; students can accomplish the meaning construction of knowledge when group cooperative learning; students change their blind exploration into exploring with direction and purpose, and academic performance has improved. The last part is the conclusion and reflection on Scaffolding Instruction, And on the basis of constructivism theory and "recent development zones" theory of chemical scaffolds type teaching mode, the majority of students academic performance, interest, inquiry, cooperation ability and innovation ability have been improved.Though constructivism theory and the “recent development” theory’s Scaffolding Instruction has achieved some success in some degree, there are still some problems. Analyzing from the perspective of students and teaching environmental adaptability, the author put forward some proposals that is helpful in further improving the degree of adaptation of Scaffolding Instruction in the teaching activities.