Practical Research On Scaffolded Teaching In High School Chemistry From The Perspective Of Deep Learning

Along with the continual acceleration of various elementary education reform measures such as new courses,the entrance examination for college,and new teaching materials,the integrated development of students has received increasing attention.Obviously,the traditional teaching method of "valuing results over processes" is no longer suitable for the development of society.Contemporary teachers must uphold advanced educational concepts and teaching styles to guide students,in order to advance development of students’ accomplishment and the improvement of various capacities.Scaffolding teaching emphasizes the subjectivity of students,which is a teaching method for teachers to lead students to learn autonomously and construct knowledge by building various learning scaffolds in their closest development zone;Deep learning is the learning goal of actively using critical thinking in the learning process to deeply acquire and understand knowledge,and develop relevant abilities.Based on this,the author attempts to use scaffolding teaching to promote students’ deep learning of chemistry.The text utilizes multiple ways such as literature review,questionnaire survey,interviews,and educational tests to conduct research.The research target is two classes of the first year of high school in Nanning,Guangxi.The is totality divided into three parts: theoretical research,practical research,and outcome analysis.In the first part,extensive and in-depth theoretical research has been conducted on deep learning and scaffolding teaching,and the feasibility of combining the two has been combed;In the second part,using internship opportunities to unfold a questionnaire survey on deep learning in chemistry among first-year students in a high school and teacher interviews were conducted among senior one students in a middle school in Nanning to understand the reality of students’ in-depth chemical learning level and teachers’ teaching philosophy and methods.On this basis,combining the peculiarity of chemistry and students’ learning situation,a scaffolding teaching program from the perspective of deep learning was constructed,and teaching cases were designed with the content of "sodium and its compounds" and "substance concentration" for teaching practice.The third part uses SPSS25.0 to test the effectiveness of this teaching practice through evaluation and analysis from three perspectives: in-depth learning level development questionnaire,chemistry test scores,and interviews with teachers and students.Based on the analysis and distinction of the earning data,this study arrives the following inferences:(1)Scaffolding teaching mode can effectively improve students’ level of in-depth learning in chemistry: Through the comparison of pre and post test data from student questionnaires,it can be found that students’ abilities in the three primary dimensions of in-depth learning have upgraded,especially in the four secondary dimensions of learning motivation,communication and collaboration,knowledge essence,and critical understanding.(2)The scaffolding teaching in the perspective of deep learning can upgrade students’ chemistry learning orientation: Combining students’ classroom comportment,through student interviews,it can draw a conclusion that students generally have a positive attitude towards the author’s teaching methods,and they are more inwardly fond of chemistry.(3)The scaffolding teaching devices in the perspective of deep learning can enhance students’ chemistry scores: Combining the pre and post test chemistry marks of the tested class and the analysis and comparison of the chemical marks of the tested class and the controlled class after experiment,it is identified that the chemical achievements of the experimental class after practice are evidently higher than those of the controlled class,and there is a significant difference between the performances of the pre test and those of the control class.