Teaching Design And Practice Of High School Chemistry Scaffolding Instruction Based On Cultivating Scientific Inquiry Ability

With the development of society in the information age,the demand for talents is getting higher and higher,and the demand for innovative talents and inquiring talents is increasing.Basic education is the most direct way to cultivate students’ ability of scientific inquiry,and chemistry discipline is based on experiments to cultivate students’ ability of inquiry through experiments.With the request of the new curriculum reform,the teaching idea of teaching as the leading and learning as the main body is put forward in classroom teaching.Scaffolding teaching starts from students’ "zone of proximal development",takes students as the main body in teaching,and trains students’ innovation ability and exploration ability from the current knowledge level.By investigating the current situation of students’ scientific inquiry ability and using scaffolding teaching mode to cultivate students’ scientific inquiry ability,this research is divided into the following five parts:The first part studies the background of the current scientific inquiry and puts forward the purpose and significance of the research.Through searching and sorting out the literature,we can understand the current situation of scaffolding teaching abroad and the definition of scientific inquiry ability.The existing research results are integrated and the ability of scientific inquiry is redefined in combination with practice.Further study constructivism theory,humanism theory and Lev Vigotsky’s zone of PROXIMAL development theory to provide theoretical basis for scaffolding teaching to cultivate students’ scientific inquiry ability.The second part is to understand the five basic links of scaffolding instructional design,To know the basic principles and types of scaffolds of instructional design and to provide theoretical basis for instructional design and practice.The third part investigates the current situation of senior high school students’ scientific inquiry ability.Through statistical analysis of the collected questionnaires,students’ ability to put forward questions,make conjecture and hypothesis,design experiment scheme and experiment operation,search and collect data,and express and communicate ability are understood.Through the analysis of the five aspects of the ability to find problems and focus on a weak ability to focus on training,for the following teaching practice to provide support.The fourth part aims at some aspects of students’ weak ability of scientific inquiry and tries to cultivate students’ ability of inquiry and scientific literacy in exploratory experiments by means of scaffolding teaching mode.The teaching of the three exploratory experiments designed in this study was designed and practiced.Questionnaires were sent out again after the experiment,and the collected questionnaires and final chemistry scores were statistically analyzed and independently tested,so as to know whether students’ scientific inquiry ability has been improved.In the fifth part,the research is summarized and the research conclusions and shortcomings are found.Scaffolding teaching plays a certain role in cultivating students’ scientific inquiry ability and has a certain reference value.However,the depth and breadth of the research is not enough,and further research is needed in the future.