Application Of The "Scaffolding" Teaching Mode To Chemistry Teaching In Middle School

Economy are developing rapidly and knowledge are updating faster in today’s society.Society needs lifelong learners, they are creative, full of curiosity and they can guide and promote themselves, society hopes they can come up with new ideas and put into practice. However, the learners of the traditional education teaching mode are different with lifelong learners. Traditional education tend to develop more students quickly into practical and create more students to adapt to social development. It ignores the student’s individual needs and development, it’s teaching process do not pay attention to the extremely wonderful diversity and subtle differences between one and the other. What’s more, the traditional education teaching mode doesn’t think students are different in all aspects of talent, intelligence, and imagination, then knowledge was instilled in learners. Such teaching model is not conducive to the survival and development of individual student, also affect the progress of the society. "Scaffolding" teaching mode can provide the concept of reasonable framework for students to explore on theirs’ own initiative, which can help students to learn knowledge from practice, have a profound understanding of knowledge and develop various aspects ability continuously. The most outstanding characteristic of "Scaffolding" teaching mode is respecting students, treating students as the center. The main purpose is to promote students’ ability. In the teaching process, according to different students’ ability development put forward the corresponding support, achieving the purpose of learning knowledge through solving certain problems, and finally developing the students’ comprehensive ability. Research on this discuss the role the "scaffolding" teaching mode plays in all-around education, promoting learners’ learning ability and the development of comprehensive ability.In this paper, on the basis of combination local middle school teaching present situation, consulting a large number of literature data, referring to some of the research results home and abroad, the author carry on long-term practice. The author explores how to carry out the "scaffolding" teaching mode In the middle school chemistry classes, in order to innovate and develop on following aspects:(1) discussing the more profound understanding of the connotation of "scaffolding" teaching model, theoretical basis, teaching principles, in order to further research and application of the model for reference.(2) according to the practice, summarizing the concrete operation procedures and methods of the model, in order to provides a new direction and way for researchers to study the teaching mode and front-line teachers to carry out this teaching model.(3) using some empirical research methods of quantitative analysis which is commonly used in education research, provide scientific evidence for "scaffolding" teaching mode in the feasibility and a positive role.This paper will be divided into two parts: the theoretical studies and experimental studies:In the theoretical part, the author discusses the research background, research status quo, and the theoretical basis of the "scaffolding" teaching mode. The specific steps of the model are: creating situations, building scaffold, independent exploration, cooperative learning and effect assessment.In the experimental section, according to the corresponding theory, the author practiced the teaching mode. The author analyzed the influence of the "scaffolding" teaching mode on learners’ learning ability, comprehensive quality and the relationship between teachers and students by questionnaire and experimental measurements. Finally, the author reached the following conclusion: the teaching mode can improve the learners’ autonomous learning ability, enhance cooperative learning, and make the relationship between teachers and students tend to be more harmonious.