Practice And Research Of Scaffolding Instruction In Senior Chemistry Teaching

Chemistry as a foundation of natural science,its development has injected new blood into science and technology such as energy,materials,and medical.Basic education laid a solid foundation for high-tech talent development.The traditional teaching has couldn't keep up with the Time's need,so the emergence of the new curriculum reform is necessary.Students from junior middle school to high school is transition and adaptation stage,in order to follow-up study well,they should be pay attention to the cultivation of study habits and learning methods.Scaffolding instruction focuses on cultivating students' autonomous learning ability of independent thinking and team cooperation ability of scientific inquiry,through support to build and evacuation training discipline thinking,to make students have the ultimate goal of the ability of lifelong learning.The new curriculum reform advocates student-centered,transformation of the mode of teaching,learning and establish a democratic,equal and harmonious relationship between teachers and students.This requires teachers to keep learning,renewal theory,the improved method,so as to adapt to the students' personality development.This article mainly research according to Vygotsky's theory of constructivism and the theory of the zone of proximal development of scaffolding instruction and applied in senior chemistry teaching.Through the questionnaire investigation of scaffolding instruction in our school the feasibility and necessity of implementation,through the empirical study method,statistical analysis method and interview method to draw relevant conclusions:scaffolding instruction can improve experiment class students' interest in learning,learning ability,learning and discipline accomplishment,is conducive to the establishment of a new type of relationship between teachers and students.This paper is divided into five parts.The first part mainly discusses the problem of background,the present situation of domestic and foreign related research,research purpose and meaning,research method and train of thought.The second part introduces the scaffolding instruction theory support.Including support,definition of the scaffolding instruction,on cognitive learning theory,constructivism theory,generalizes the theory of the zone of proximal development.The third part includes the basic link of scaffolding instruction design,the basic principles and the classification of the stints.The fourth part is the practice of scaffolding instruction in senior chemistry specific empirical research.Based on a questionnaire for teachers and students,we could understand the basic situation of chemistry teachers and senior students.Through conceptual teaching,basic theory and knowledge element compounds three concrete teaching examples show the concrete application of scaffolding instruction design,and reflect on each teaching design.On the analysis of the teaching effect is divided into interviews of the teachers and students learning stage study result comparison,interview two parts.The last part is the conclusion of this study,the deficiencies and future research direction.