Design Of Chemistry Teaching In Junior High School Based On Scaffolding Instruction

Scaffolding instruction is an important concept in modern educational technology, and it has a close relationship with middle school teaching. In our country, the research on the application of scaffolding instruction in chemistry teaching begins from 2000, and the related research is increasing year by year. Since 2001, China’s Ministry of Education officially launched a new round of basic education curriculum reform, the scaffolding teaching gets more attention because of its own characteristics and advantages. Currently Chinese scholars of scaffolding in the teaching research mainly concentrated in the English language and other disciplines, less research on mathematics, physics, chemistry and other sciences, for Scaffolding Teaching Model in chemistry teaching research mainly focus on the high school and studied in depth from the point of view, although there is no lack of outstanding scholars in this regard are detailed, intentions and meaningful research, but there are many journals, master’s thesis for this aspect of mere surface, a mere formality, based on scaffolding instructional design research is not enough depth. In this paper, from Yinchuan city’s third year secondary school chemistry teaching status quo of of chemistry classroom teaching practice based on the support and look forward to make up the scaffolding instruction in junior high school chemistry teaching design is not enough, not enough depth of the theoretical issues, and effectively change the chemistry teachers’ current education concept and improve junior high school students’ autonomous learning ability and improve the junior middle school chemistry classroom teaching quality and make a contribution.This study in Yinchuan City, the school’s grade three of junior high school as an example, selects two taught by the same teacher, the number of students is similar, similar results, cognitive style is similar to the class learning for a period of two months of practice. Taught by the author, including a class with traditional teaching method coaching and another class with the teaching design based on the scaffolding instruction were coached by, through the design of attitude measurement table, class and students were timely interviews and monthly test scores for detailed analysis can see based on scaffolding instruction teaching design can improve students’ learning interest in chemistry and passion, better reflect the dominant position of students and in a certain extent improve the learning performance advantages. Because the practice time is only two months, so the application effect of the scaffolding teaching still need many times, repeated consideration can get more accurate results.