The Application Of Scaffolding Instruction To Classical Chinese Teaching In Senior High School

Scaffolding Instruction is a teaching method which is based on constructivism.The"scaffolding" is a kind of metaphor,whose original meaning is scaffolding in the construction industry,but actually it refers to teachers' guidance and help to students in the teaching process.Under the guidance and assistance of teachers,the students'classical Chinese level can be improved and eventually they develop the ability of solving problems independently,which is called scaffolding instruction.By creating vivid situation,this instruction attaches importance to stimulating students' interest in learning,cultivating their learning initiative and developing their innovative abilities,so it has aroused more and more domestic and foreign scholars' attention in recent years.Because of low efficiency and single teaching method in classical Chinese teaching of senior high school,the researcher attempts to apply the scaffolding instruction to classical Chinese teaching of senior high school so as to enrich the classical Chinese teaching method and improve the efficiency of classical Chinese teaching.After referring to large amounts of related literature and analyzing excellent research results both at home and abroad,the researcher employed literature research,questionnaire,interview,case analysis and take the ancient Chinese prose in PEP edition of Chinese textbooks for senior high schools as an example,to carry out an experiment to verify the efficiency of applying scaffolding instruction to classical Chinese teaching in high school and put forward some feasible teaching methods.The thesis is made up of seven chapters.Chapter one is literature review,in which the researcher explained and analyzed the scaffolding instruction,and introduced the application of the theory to Chinese teaching at home.Chapter two is the theoretical basis.In this chapter,the researcher mainly introduced the concept,origin and development of constructivism and zone of proximal development,three teaching instructions under constructivism,its connotation,basic steps and main characteristics of applying scaffolding instruction to Chinese teaching.In chapter three,the researcher analyzed the necessity and feasibility of applying scaffolding instruction in classical Chinese teaching in senior high school.In chapter four,by means of questionnaire and interview,the researcher made a thorough investigation on the current situation of the application of the scaffold instruction in classical Chinese teaching in senior high school.In chapter five,after analyzing the needs of teachers and students at the present stage of classical Chinese teaching,the thesis systematically introduced the specific strategies of scaffolding instruction used in the classroom.In the process of classical Chinese teaching,the researcher focused on the use of the following seven scaffolding instructions:situational scaffold to create situations and arouse students' interest;question scaffold to inspire students'potentiality and stimulate their reflection;group cooperation scaffold to change teachers' teaching into students' learning and improve students' subjectivity;example scaffold to encourage students to compete against each other and make more progress;multimedia scaffold to use information technology to broaden students' perspectives;graphic scaffold to build a framework and accumulate knowledge;learning methods scaffold to highlight students' dominant position and develop their autonomous learning ability.In chapter six,the researcher introduced a teaching case of applying the scaffolding instruction in classroom teaching,then analyzed and evaluated the teaching case.Chapter seven was a reflection on the whole study,in which the researcher showed the limitations and put forward some suggestions for future studies.