The Application Of Scaffolding Theory In Junior High School Writing Teaching

Writing teaching has always been the key and difficult point of Chinese teaching.This paper is based on the achievements of the academic circles,and under the guidance of the "Scaffolding Theory",it is completed in the process of teaching practice.The thesis is divided into four chapters.The first chapter briefly introduces the related concepts and types of scaffolding,and discusses the theoretical basis of "scaffolding" teaching from two aspects,namely,ancient Chinese writing theory and foreign educational psychology theory.The second chapter is the current situation of junior high school writing teaching.From a junior high school teacher interviews and a questionnaire survey of students of junior high school writing teaching related data collection,analysis the current situation of writing teaching,pointed out that the current junior high school writing teaching in teaching link is not complete,students are not high interest in writing,students ignored the dominant position,pointed out the necessity and feasibility of the "scaffolding" theory junior high school writing teaching.The third chapter,based on the teaching of writing and combining the theory of"scaffolding",puts forward five steps of teaching process,that is,"situational introduction"-student writing-exchange feedback-writing modification-Evaluation summary".At the same time,it is pointed out that the corresponding support is provided in each link to reduce the difficulties encountered in the writing process.The fourth chapter is the monitoring and analysis of the effectiveness of teaching design,teaching.Starting from the teaching of students’ writing,pointed out the problems and life of the students,the teaching design of writing "bracket" theory;pointed out that the stent should be set according to the writing situation,need to set the stent should have proposed hierarchical;characteristic of "universal" and "precision",combined with the case respectively expounds the "paradigm","the problem" and "reflection" support setting,supplemented with two teaching to discuss the "paradigm","problem" and "reflection" support in the teaching practice of the specific application;finally,from the individual,class comparison and interviews to test teaching effect.