Research On The Scaffolding Instructional Design Of High School Chemistry Based On The Key Competencies

In recent years,The Spirit of The Great Country Craftsman has changed “Made in China” into “Created in China”.Therefore,the cultivation of teenagers' creativity has been included in the national level development strategy.In order to train innovative talents and promote students' all-round development,we must formulate concrete educational concepts,create a good educational environment and provide quality education services.Key Competencies is the theoretical basics of the construction of Chinese characteristics education,which stipulates the character and ability of students,and requires teachers to specialize The Key Competencies contents on the basis of understanding the subject structure.According to the characteristics of teachers and students,teachers should use scientific teaching ideas and skills to improve students' physical and mental development.High school chemistry emphasizes the chemical concept and the consciousness of scientific research on the requirements of students' learning ability.Therefore,it plays an irreplaceable role in promoting the overall quality of high school students.For using the specific teaching contents and studying The Scaffolding Instruction in the practice of education,this paper considered the characteristics of students and combined with the study methods of literature review,questionnaire survey,education practice and scientific statistics.Based on the New Curriculum,New Curriculum Standards and Key Competences,this paper compared the differences and similarities between Middle and High school chemistry and summed up the high school students' prominent problems in chemistry learning.To build Scaffolding Instruction on the basis of The Key Competences,this paper analyzed the connotation and structures of The Key Competences of High School Chemistry and combined Constructivism,Cognitive Structure,Meaningful Learning Theory.And it concreted the contents of The Key Competences of high school chemistry.Five basic steps of Scaffolding instruction designing are summarized as “introduction,thinking,exploration,application and evaluation”.This paper summed up six factors that impact Scaffolding instruction after the classroom observation and the investigation of students' chemistry learning situation.And it designed six typical teaching cases before the practice research.Finally,this paper used SPSS20.0 to analyze students' quizzes,mid-term and final results to support Scaffolding instruction which can improve student' interest in learning,stimulate classroom atmosphere and improve relationships between teachers and students.Under the reform of the “Small Class” model,the advantages of Scaffolding Instruction are easier to elaborate.However,none of teaching methods is perfect.Because of the existence of the limitations in this study,I suggest that other researchers can make further research on the aspects of Zone of Proximal Development Multiplicity,improve teachers” operational ability of teaching design and the development of students' psychological.