Research On Application Of Scaffolding Teaching Based On Core Accomplishment In Senior Middle School Chemistry Teaching

The new curriculum reform proposes to cultivate the core literacy of students and encourage them to form correct values.At present,how to implement the core literacy of the subject has become a hot topic in the research of educators,and it is an effective way to change the teaching method.Based on the current teaching situation,this thesis proposes scaffolding teaching based on core literacy.The main research contents are as follows:The first part:research summary.The new curriculum reform proposes to cultivate the core literacy of students and put forward research topics in combination with the current chemistry teaching status.Secondly,review the relevant literature to review the research status and find that scaffolding teaching helps to develop the core literacy of students,but there is less research.This determines the research content,methods and ideas of this thesis.The second part:related concepts and theoretical basis.By consulting a large number of documents,the concepts of "core literacy","core literacy of chemistry" and "scaffolding teaching"are defined.Among them,scaffolding teaching is composed of five closely connected and interlocking links:creating a situation,building scaffolding,independent exploration,collaborative learning,and effect evaluation.That is,teachers build scaffolds based on students'recent development areas,and students pass independently.Exploration and collaborative learning finally complete meaningful construction.Explain its theoretical basis "Constructivism Theory"and "Recent Development Area" to lay the foundation for follow-up research.The third part:the construction of a scaffolding model based on core literacy.Adding the pre-class study list to the original scaffolding teaching links,theoretically expounding the various links of scaffolding teaching,and analyzing the core literacy connotation of the subject to analyze how to train students' core literacy through scaffolding to achieve the improvement of teaching links,and propose based on the core Literacy scaffolding teaching procedures,and explain the principles of application and key points of implementation.The fourth part:practical research.First of all,a questionnaire survey was conducted on some teachers and students of the practice school to find the current problems in teacher teaching and student learning to ensure the feasibility of the topic.At the same time,the prepared teaching cases were modified to ensure that they are suitable for the current teaching situation and suitable for students.development of.Secondly,because the scaffolding teaching model tends to cultivate students' awareness of independent exploration and collaborative learning,the practical topics are"Extraction and Liquid Separation","Preparation of a Solution with Certain Substances Concentration" and "Acid-base Salt in Aqueous Solution" Ionization,etc.,In the teaching of"extraction and separation",setting up a contextual support "tomato sirloin soup" led to the topic.Under the guidance of the problem support,students observed the phenomenon and independently explored the principle of extraction and liquid separation—similar compatibility,the teacher provided suggestions The use and precautions of the separatory funnel,and finally,the students cooperate to complete the experiment to strengthen the understanding of the principle.After the practice is completed,collect the monthly test scores of the experimental class and the control class to analyze each score segment,and use SPSS24.0 for T test,Sig.(two-sided)=0.000<0.05,indicating that the two classes have significant results In terms of gender differences,scaffolding teaching has achieved certain results.At the same time,the questionnaire survey conducted statistical analysis of data from five dimensions of learning interest,preview situation,classroom learning situation,after-school learning situation,and self-efficacy.It was found that the students in the experimental class had increased interest in learning and their class status was better than the control class.In addition,a questionnaire survey was conducted on the teaching situation of the experimental class students,and the students held a positive attitude towards scaffolding teaching.The fifth part:Conclusion and Outlook.Draw conclusions based on the data,put forward research prospects and research deficiencies.The final results show that the application of scaffolding teaching based on core literacy in high school chemistry teaching can promote students' learning and help develop students' core literacy.Through the comparison of performance,the average score of the experimental class is higher than that of the control class,and there are more people in the high segment,and the overall level is higher.The students' logical thinking ability,experimental inquiry ability and problem-solving ability have been improved;through the questionnaire survey,the experimental class students Participation in chemistry class and learning enthusiasm are higher than the control class,holding a positive attitude towards the scaffolding teaching model.In general,scaffolding teaching based on core literacy can promote the development of students' core literacy.