Research And Application Of High School Chemistry Scaffolding Teaching Design Based On Core Accomplishment

With the deepening of the new curriculum reform,how to "land" the core literacy of the subject has become a hot topic for educational researchers.The core literacy of chemistry as an important part of high school students' development of scientific literacy,it has the unique educational value of the discipline.The author attempts to use the bracket-type teaching model of constructivist learning theory to conduct instructional design research.By constructing a reasonable bracket to deal with the relationship between teaching and learning in classroom activities,the traditional learning methods are transformed,and the students' self-meaning building knowledge is promoted to promote core literacy Lifelong development,realizing the value of chemistry education.In this study,the teaching design of "Sulfur and its compounds" used as a case,the teaching process was designed based on the stent-type teaching mode.The teaching objectives were achieved according to the characteristics of knowledge content.Focus on the core literacy dimension of development,the reasonable stent type was established according to the recent development area of the students.It is attempts to use the bracket-based teaching model to conduct classroom practice research on the students in the second grade(2),(5),and(9)classes of Anshan Angang Senior High School in Anshan City,and conducts classroom observations and interviews with teachers and students.The study found that the use of scaffolding teaching in chemistry classroom teaching has helped to improve students' interest in chemistry learning,chemistry classroom efficiency,and the development and quality of students' chemistry abilities.It has brought high school chemistry teaching design from the perspective of "literacy-oriented" new ideas and promoted the development of students' core literacy.