Scaffolding Teaching Practice Research Based On The Cultivation Of Scientific Inquiry Ability

This paper,based on Compulsory Education Physics Curriculum Standards,sorts out Chinese and foreign scientific inquiry ability literature,determines indicators of all layers to evaluate scientific inquiry ability,applies Analytic Hierarchy Process(AHP)to determine the weight of various indicators,and makes use of worksheet and on-site inspection to evaluate disadvantages of the scientific inquiry ability for Grade Eight students.For these disadvantages,the scaffolding instruction was used to cultivate physical scientific inquiry ability in junior middle school,preliminary teaching practice was carried out in Grade Eight physics of Shanghai version,by the practice test,uses the scaffolding instruction in the exploration experiment can effectively train “raising problem ability”,“experiment designing ability”,“experiment and evidence gathering ability” and “evaluation,communication and cooperation ability”.This research is mainly divided to four parts:First part introduces research background of the scientific inquiry ability,summarizes Chinese and foreign scientific inquiry ability defining,development history,measurement and evaluation,state of Chinese and foreign scaffolding instruction,and determines research contents and corresponding research methods based on the review.Based on existing research and the author's opinions,this part defines the concept of scientific inquiry ability and scaffolding instruction,sorts out the research theory basis,and provides theoretical basis to training scientific inquiry ability in scaffolding instruction.Second part surveys the teaching state to front-line teachers for cultivating scientific inquiry ability of junior middle school,tests and evaluates level of the scientific inquiry ability for students.Through the questionnaire survey,the part analyzes teaching problems of current scientific inquiry ability cultivation,particularly the solutions in terms of evaluation of scientific inquiry ability,and establishes first-level index and second-level index to evaluate scientific inquiry ability based on the literature research.Meanwhile,it carries out significance investigation on various indexes of teachers,applies AHP to build the weight of all levels and all indexes,and establishes reasonable scientific inquiry ability evaluation system.Worksheet and observation are used to evaluate scientific inquiry ability stateof Grade Eight students,and analyze disadvantages of scientific inquiry ability for students.Third part,for disadvantages of scientific inquiry ability for students,using scaffolding instruction for training scientific inquiry ability in the inquiry experiment.Firstly,the part conducts adaptability analysis on training scaffolding instruction and scientific inquiry ability;then applies the method to carry out teaching design in the four inquiry experiments,and conducts three-month teaching practice in the experimental class.Finally,the part tests the scientific inquiry ability of the experimental class and control class,passes independent sample T experiment,and analyzes scoring rate of grade of second-level index.The result shows that the scaffolding instruction can effectively train scientific inquiry ability of students.Fourth part summarizes the research,reflects on the problems in the research process,and proposes future research prospects.The research applies the scaffolding instruction into the exploration test,and has a certain reference value and significance for cultivation of scientific inquiry ability.