Research On The Instruction Design Of Chemical Connection Between Junior And High School Based On The Theory Of Zone Of Proximaldevelopment

In Lev Vygotsky's "Relationship Theory of Teaching and Development",he first proposed the "Zone of Proximal Development".There are two different levels of students in the actual development process:one is the current level of development;the other is the potential development.The gap between the two development levels is the "recent development zone" of a student.The combination of basic "Zone of Proximal Development" theory and chemical connection between junior and high school.The main purpose is to explore how this theory can promote the teaching of high school chemistry,and provide a scientific reference and formulate problem-solving strategies.The first part of the content(Chapter 1 and Chapter 2):The content mainly includes research background,literature research,and concept definition.In the background section,it is found that most of the students in the first grade have a differentiation phenomenon at this stage.Through the phenomenon,trying to analyze this universal phenomenon and study its problems,so that teachers can learn from it in the future.In the literature research part,it mainly screens and analyzes the relevant exploration and practical application of the theory and practice of the "recent development zone" theory in the process of teaching and practice,and summarizes it for my use.In the concept definition part,I categorized the existing basic theoretical concepts in the "Recent Development Zone Theory" and defined "connection"to facilitate the avoidance of confusion in the research.The content of the second part(Chapter 3)is mainly through the analysis of the characteristics and knowledge system of junior high school chemistry textbooks,and the differences of junior high school chemistry textbook systems are obtained.I designed a certain number of questions for the first-year students and teachers to conduct a questionnaire,in order to find out the problems that students have in learning.Synthesizing various factors,find out the problems in the connection of the junior high school chemistry system,and lay the foundation for the purpose of solving the problems in the later stage and designing suitable teaching programs.Part ?(Chapter 4 and Chapter 5):Based on the design and analysis of the textbooks related to the theory of chemistry transition in high school and junior high school,and the questionnaires of students and teachers,the analysis and design of the teaching of chemistry transition in junior and high school based on the theory of the recent development zone were completed.I selected some chemistry knowledge and content that are important and representative in chemistry textbooks,conducted analysis and teaching plan design,and carried out preliminary practice through systematic use of classroom teaching research methods.Classroom experiments were conducted with students from two classes as research objects,and after-class teaching tests were conducted on students from both classes.The results of the two classes were compared and analyzed,and the data was analyzed using SPSS data analysis software.Through comparative analysis,the average score of the experimental class is 43.77,the average score of the control class is 39.71,and the sig value is 0.017<0.05.There is a significant difference between the two classroom teaching samples,so there may be a significant gap between the two classes.The fourth part is a summary and prospect.The results of the study indicate that the chemistry teaching in junior and senior high schools under the guidance of the theory of the recent development zone has reduced the difficulty of students' learning and further stimulated students' interest in chemistry.In the process of learning,they took the initiative to connect with old knowledge,and in a similar way,made their academic performance further improved.