"Scaffolding" Teaching Mode In The Basic Concept Of High School Chemistry Study Of Practice

First is the basis of middle school chemistry learning concept, only mastering conceptcan achieve mastery through a comprehensive study in chemistry learning, with a systematicand organized. Traditional teaching mainly to teachers directly or indirectly, the concept ofconcept and interpretation of the concept and practice to consolidate, ignoring the students isthe main body of teaching, only pay attention to the teacher in the teaching process to describethe knowledge whether complete, paid little attention to students’ classroom reactionconditions and learning initiative and autonomy. In the long term, the students learninginitiative is not reflected, independent inquiry ability cannot be improved, unable to adapt tothe new situation of the college entrance examination requirements,improvement is notobvious.This paper mainly adopts the literature method, experimental method, the educationmethods of statistics theory, the scaffolding instruction model studied the two aspects oftheory and practice. Based on a large number of literature material, through collecting case ofscaffolding instruction, the application of modified them to teaching practice, using theprinciple of education statics of experimental classes and that in comparative classes studentduring the practice midterm, the final two large-sale examination results comprehensiveanalysis, summary and reflection of scaffolding instruction model the effect of classroomteaching and provide some experience for a line of eduction workers.Through the research, scaffolding teaching mode to improve the classroom atmosphere,to create a harmonious relationship between teachers and students, improve the students’interest in chemistry concept learning play a positive role. To improve the students chemistryhas great promoting effect; On students’ collaborative learning ability, independent learningability, problem-solving ability, logical thinking ability is a more effective.