The Application Research Of Scaffolding Instruction Mode In High School Physical Concepts Teaching

"Ordinary high school physics curriculum standard (experiment)" the curriculum the basic idea is to the all-round development of students for this, to develop active study attitude and independent learning ability, emphasis on the diversification of teaching methods. This requires teachers to update teaching ideas, the teaching model is more suitable for students learning and development. The physics concept is the most basic content of physics, teachers in the concept teaching must attach importance to the rationality of teaching method and the effectiveness of teaching.The introduction of Physics Conception in Scaffolding Instruction, help to promote students to in-depth understanding of physics concepts, increase interesting and capability in learning physics concepts, to provide a certain amount of experience for updated teachers teaching philosophy.This article, first of all, in the form of questionnaire to understand the present situation of high school physical concepts teaching, on the basis of consult related literature at home and abroad,,theory analysis to the scaffolding instruction model and the physical concepts teaching based on constructivist learning theory, we refereed to the investigation and feedback, discussed the bracket form of scaffolding instruction in high School Physics Conception, Summarized the basic staples, basic principles and key points of scaffolding instruction model application in the physics concept teaching We put the scaffolding instruction into practice in high school physical concepts teaching.Through the research, the author thinks that scaffolding instruction model can play a positive role to create a harmonious relationship between teachers and students, raise students’ interest in learning physics concepts, change the students’ preconceptions, reduce the distance between physical concepts and life etc. When the use of scaffolding instruction model, need the teacher to do more preparation work before the class, to student-centered, in order to students "as the starting point of the zone of proximal development, according to the actual teaching reasonably select the teaching mode. At the same time there are still a series of problems which need to be studied further. For example, how to gain comprehensive understanding as soon as possible to Student, how to collect the students’ learning scaffold, how to conduct a comprehensive in-depth evaluation of students etc.