Research On The Practice Of High School Chemistry Concepts Based On Scaffolding Teaching

Scaffolding teaching emphasizes the student-centered teaching concept,which is conducive to improving the situation dominated by traditional teachers and conforms to the current trend of chemical education reform.Scaffolding teaching is a teaching method in which teachers build a "scaffold" of knowledge based on the current development level of students,and guide students to conduct independent exploration and learning.The research field of scaffolding teaching mainly focuses on teaching strategies and models,and less research is on the teaching of chemistry subject concepts.On this basis,this paper attempts to test the practicality and effectiveness of scaffolding teaching in high school chemistry concept teaching.Combining the existing literature and related theories,this paper clarifies the scaffolding teaching links,common types of learning scaffolds and the characteristics of high school chemistry concepts;secondly,through the form of interviews and questionnaires,the teaching and learning of teachers and students were investigated,and the current problems in the teaching of chemistry concepts were analyzed and summarized;finally,analyze and sort out the basic concepts involved in the compulsory chemistry textbooks for senior high school students in the Jiangsu Education Edition,and selected three different types of concepts: "amount of substance","amount-of-substance concentration" and "oxidation-reduction reaction" for teaching practice.The students’ pre-test and post-test scores and classroom behavior observation scale were compared and analyzed to verify the feasibility and practical effect of scaffolding teaching in the teaching of chemistry concepts.The results showed that the use of scaffolding teaching in high school chemistry concept teaching can arouse students’ interest in learning chemistry concepts,build a harmonious teacher-student relationship,and promote the development of students’ autonomous,collaborative learning and analytical problem-solving abilities.These would provide a case reference for first-line senior high school chemistry teachers to use scaffolding teaching in concept teaching.