Research And Practice Of The Teaching Design Of Chemistry In The Framework Of Scaffolding Instruction

This article is based on the principles of constructivism,the theory of recent development zones,and Gagne's cognitive teaching theory.The scaffold-typed teaching mode is studied from both theoretical and practical aspects.From the theoretical perspective,the key points,principles,and types of stents are discussed.Summarizes the five core elements of scaffold-typed chemistry instructional design: effective situations,close scaffolding,cooperation among groups,scientific inquiry,and multiple evaluations.In practice,the design case of the scaffold-typed teaching model is“important compounds of iron” and “sulphur dioxide and sulfur trioxide”.The experimental subjects were 156 people in two parallel classes in the first grade.Using 2×1 experimental design and empirical research methods.Through a one-semester teaching practice,collect representative teaching data.The statistical analysis software SPSS 11.0was used to draw conclusions:(1)Compare the T values of the results of the three chemical quality examinations.We can conclude that there are significant differences in the chemical performance of the experimental group.This shows that scaffold-typed teaching has a positive effect on improving the chemical performance of Grade One students.(2)The motivation for chemistry learning in the experimental group was P = 0.006 < 0.05.Compared with the original,there have been significant changes.The chemistry study motivation and interest of students in the experimental group have also been significantly improved.(3)In the aspect of student's chemical quality training,students in the experimental group P = 0.021 < 0.05.Significantly higher than the original.This shows that the scaffold-typed teaching model also has acertain positive effect on students' quality training.(4)In the training of students' abilities,the experimental group P =0.300 > 0.05.The change is not significant,indicating that the stent-based teaching model has no obvious effect on the development of student abilities.The study found that scaffold-typed teaching mode can reduce the difficulty of high school chemistry learning.To solve the problem that high school students lack learning motivation due to the decline in interest in chemistry learning.Scaffold-typed classroom teaching emphasizes the teaching environment and teamwork.While teaching chemistry knowledge,students can also increase their awareness of cooperation and sharing.Helps to cultivate students' habits of self-determination,self-evaluation,and self-cultivation.Make students more like chemistry classes and more like chemistry.