The Theory And Practice On Constructing The Learning Scaffolding In Amount Of Substance

’Amount of substance’, one of the most important concepts in high school chemistry learning, which runs through the entire high school chemical study and also occupies unique positions in chemical experiment and chemical calculation. It contains riot only the learning of a chemical concept but also the relationship among the amount of substance、particle number and volume. Besides, it includes the calculation of molar volume and solution concentration. What’s more, it is closely linked with the measurement of chemical experiment and the determination of chemical formula. Because of the complex relationship of its contents and not widely used in daily life, the chapter, amount of substance, is difficult to teach and difficult to learn. Major obstacles are shown as follows:The first one is the concept is hard to comprehend. The second is the calculation is difficult to grasp. The third is the teacher can’t catch the students’existing level.The new curriculum put forward to promote changes of the learning style which can adapt to the development of students’ individual character and-improve the scientific literacy of students.It requires teachers giving creatively way in teaching and researching, changing the traditional way of teaching and improving teaching efficiency. By learning the scaffolding instruction and Vygotsky’s’zone of proximal development’, it’s found that through the way of building the learning scaffold, students can across the zone of proximal development with the help of learning scaffold to reach the goal, and then build their own knowledge and promote their ability. The thesis try to combine the teaching of ’amount of substance’with building learning scaffold, and then mainly discuss how to build the learning scaffold in the teaching process to help students study the concept of ’amount of substance’system and understand the method about learning chemical concept. It is not only the supplement about chemical concept teaching, but also the attempt to apply theory to practice.The paper is divided into six parts:the first part mainly introduces the background of the subject、the problems in teaching of chemistry teaching、the relevant literature review about’amount of substance’and learning scaffold、contents and design、the purpose and significance of research. The second part introduces the theory overview of the learning scaffold including conception、type of learning scaffold、theoretical basis and teaching advantage. The third part mainly research how to build a effective learning scaffold, investigating students existing of development level about’amount of substance’ through a questionnaire, and then analysis the students’potential development in learning of amount of substance according to the ordinary high school chemistry curriculum standard which promulgated by the ministry of education in 2003 and the textbook which published by the Peoples Education Publishing house, then summary the range of building effective learning scaffold; Mainly standing on the third part, the fourth part summarizes the obstacles that students meet when crossing the zone of proximal development which is also the barrier in building the learning scaffold by survey methodology. Combined with the teacher interview, the fifth part propose strategies of building the learning scaffold about’ amount of substance’ on the basis of theoretical and investigation. The six part includes things that have done in the writing、insufficient of thesis and some points if we want to do the further research.