Research On The Application Of Scaffolding Teaching To Cultivate High School Students’ Ability To Solve Chemical Problems

China’s "General High School Chemistry Curriculum Standards(2017 Edition Revised 2020)"clearly states that we should pay attention to "literacy-based" chemistry teaching and strengthen the cultivation of students’ core literacy in chemistry,of which problem-solving ability is a key component of core literacy,and students should have the ability to apply their knowledge of chemistry to solve practical problems.However,there is a common problem in current high school chemistry teaching.However,the current situation of strengthening the implementation and assessment of knowledge and skills and weakening the cultivation of students’ problem-solving ability is common in high school chemistry teaching.Thus,this thesis applies the scaffolded teaching model to high school chemistry teaching,aiming to prove through practice that the model can complete the teaching content to be accomplished through the teaching framework,so that the students’ chemical problem-solving ability can be effectively improved.This paper provides an overview of scaffolded teaching mode and problem solving ability at home and abroad,and proposes the purpose and significance of this thesis;defines the relevant concepts,and investigates students’ problem solving ability and the current situation of applying scaffolded teaching mode in high school chemistry classroom based on theories such as the nearest developmental zone theory and constructivist learning theory,and finds that the overall problem solving ability of students is not high,and the Based on this,the theoretical framework of the scaffolded teaching model for developing students’ problem solving ability was summarized.In "General Knowledge of Crystals",the difference between the micro structure of crystals and non-crystals is used as a scaffold to guide students to analyze the characteristics and properties of crystals and non-crystals from the microstructure,and to enhance their basic knowledge about the structure of substances;2.In "Chemical Equilibrium",the first step is to build a scaffold based on the limits of the dissolution process to guide students to analyze and introduce reversible reactions,and then use dissolution equilibrium as a scaffold,and penetrate the idea of unity of opposites to help students understand the process of establishing chemical equilibrium..After that,the practice was carried out in a middle school in Xixia District.After the teaching practice was conducted,the average performance of the experimental class was significantly improved compared with the control class,and there was a significant difference between the performance of the experimental class and the control class by independent sample test.Secondly,questionnaires and interviews with individual students and teachers were conducted for students in both classes.The results showed that scaffolded teaching not only enriched the classroom content and stimulated students’ interest in learning chemistry,but also effectively improved the classroom teaching effect,students’ problem-solving ability and students’ chemistry performance.It can be seen that the use of scaffolding teaching to develop students’ problem-solving ability has practical value.