The Use Of Inquiry Of Scaffolding Instruction In High School Writing Teaching

Writing and reading are indispensable wings in Chinese teaching, but actually the Chinese teaching is in heavy reading and light writing over a long period of time. Compared with carefully prepared reading teaching, writing teaching is no rules and random, writing content is boring and evaluation, and driven by examination in mechanical single, strong utilitarian color emerges in composition teaching, students’ writing activities is also the "Drive a duck onto a perch", had to write,the composition teaching which is in an awkward position., The majority of scholars and teachers actively practice in order to get rid of the trouble, dare to explore, "The life writing", "The serialized writing ", "The combination of reading and writing" etc. composition teaching theories have appeared, guided to writing teaching, made a lot of achievements and results. However, study on the key of scholars and teachers stay in "write what" the writing content level, for " how to write" the actual operation is rarely introduced. Based on the research of the composition teaching, the introduction of American educational psychologist Bruner put forward" Scaffolding Instruction", make up for the vacancy of writing strategy instruction practice of composition teaching, provide guidance for teachers to "teach" and students "learning".Composition teaching is a complex and coherent process. From the present problems to the final draft, this time goes through the "Moderation-Design write-correction-upgraded" and so on, and these parts are linked together. In the practice of composition teaching in high school, I found that many teachers in order to save, keep only "moderation-write-correction-comment". What’s more, the students writing class is just a one-man show, the teacher just parade, rating scores. In this paper, through the investigation of the present situation of the high school composition teaching, I analyze of the current situation of composition teaching in the reason of the existence of teaching target, content, evaluation of a single random monotone writing achievement, multiplicity of lightweight, practical teaching strategies and teaching link, from the writing motivation of students, guide students to writing, deep processing. Evaluation of three aspects, I find out the specific operational methods, by creating context to stimulate interest, teachers’ guidance outline, write down the model, then to the full range of guided writing process refined, step by step instructions clear, high school composition guidance "teaching" and "learning". In the scaffolding instruction under the guidance of the students support tasks to complete specific, students clearly get their material composition of first hand data, modify, comment learn their composition, the final revised draft. In the support of writing in the teaching process, teachers and students, realize the effective interaction between teaching and learning by full participation, cooperation and mutual assistance, finally it can let teachers teach students learning method, students have obtained, kill two birds with one stone, Things do work times.