Primary School Language Bracket Reading Teaching Design Research

As a teaching mode of constructivism,scaffolding instruction gets widespread concern in recent years.Because it pays attention to the process of students' study and discovery learning.It also develops students' high-order thinking and creative ability.Scaffolding instruction has been studied for more systematic and specific research by scholars,and applied to some specific pedagogical design,the effect is more significant.However,the use of scaffolding instruction in the field of Primary school Chinese reading teaching designs still lacking.It will improve the effectiveness of the primary school Chinese reading teaching if you can strand the unique value of the scaffolding instruction and Primary school Chinese reading teaching design to blend,think and study strategically,ultimately promote the comprehensive development of the students.This study adopts a variety of research methods,including literature research,questionnaire survey,interview method,case study method and so on.Firstly,the author combines through literature research and summarizes the basic principle and the main point of the scaffolding instruction of Primary school Chinese reading teaching design,the types of scaffolding instruction,and does more complete elaboration to the scaffolding instruction theory.Secondly,the author walks into three primary schools in Jing'an district in Shanghai and carry out questionnaire survey and in-depth interview of teachers and students around the scaffolding instruction which is now applying in their schools.The author proposes existing problems,analyzes the cause of the problem.Finally,combined with the teaching practice and experience of the author and other experts and scholars,the author from students' learning situation,learning contents,teachers' literacy and environmental conditions and conduct the thorough research to the teaching scaffolding matching degree,extract it,and refines the useful strategy of scaffolding instruction in Chinese reading teaching design.This study is divided into five chapters,and the contents of the study are as follows:Chapter one,Introduction: introduction to the research origin,research status quo in the domestic and foreign countries,research contents and methods,research significance and values,and definition of the concept of the scaffolding instruction.Chapter two,Theoretical basis: explanation of the basic principle and the main point of the scaffolding instruction of Primary school Chinese reading teaching design;the types of scaffolding instruction.Chapter three,Elements and structure of the scaffolding instruction: around the scaffolding instruction,carrying out questionnaire survey and in-depth interview of teachers and students in three primary school in Jing'an district in Shanghai;explanation of the research design,the survey data analysis and the survey results;proposing existing problems,analyzes the cause of the problem.Chapter four,Countermeasure thinking: combination with the teaching practice and experience of the author and other experts and scholars,the author from students' learning situation,learning contents,teachers' literacy and environmental conditions and conduct the thorough research to the teaching scaffolding matching degree,extract it,and refines the useful countermeasure of scaffolding instruction in Chinese reading teaching design.Chapter five,Conclusion and prospect: a review of the process,the significance,shortcomings and future research direction of this study.