| the core of this paper is: how to use the scaffolding teaching method to improve students’ starting writing skills.The author has combed the basic theory of the scaffolding instruction at home and abroad, focusing on the research of scaffolding instruction theory in primary school composition teaching. This paper expounds the connotation, characteristics and functions of scaffolding instruction in the development of the starting composition ability. The through the action research method, comparative method, interview and questionnaire survey method, to understand the status quo of elementary school students in grade three in writing, find the existing problems, and the reasons were analyzed and classified. The author found that students in the project has the following problems: students lack of dominant position, writing single evaluation methods. There are some constraints in the initial composition of the primary school students: there is a lack of experience and lack of experience and lack of experience. At the same time, the teacher’s teaching also exists these problems: the teacher’s education idea, the teaching method is old. I found that some of the obstacles are not broken in a short time. Through the empirical research, the author believes that the teaching strategy can enhance students’ starting writing skills. Practical strategies are: example teaching, structured teaching, situational teaching, reflective teaching. This research seeks to provide some reference and Enlightenment to the improvement of the students’ ability to start writing.This paper is five chapters, the first chapter defines the core concept, the research method of the theory, the second chapter, the main problems and the causes of the primary school students in the composition teaching. The third chapter is about the function of scaffolding instruction in the development of primary school students. The fourth chapter mainly discusses the starting point of the thesis. |
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