Study Of Junior High School Writing Teaching Based On Scaffolding Theory

Writing teaching is an important content in junior middle school Chinese teaching,and plays a vital role in improving the quality of Chinese teaching.However,the importance of writing teaching in junior middle school Chinese teaching has not attracted Chinese teachers' attention,and the current situation of junior middle school Chinese composition teaching is not optimistic.As a relatively mature source of writing teaching theory,the introduction of Scaffolding Theory will greatly change the current plight of writing teaching.In the first chapter,Scaffolding Theory is explained.The theory is established and developed on the basis of Constructivism Theory and Zone of Proximal Development.This theory advocates creating situations to guide students to cooperate in exploring and self-learning according to their learning conditions.In the process of learning,teachers timely give students appropriate support to help students achieve the upgradation from the current learning level to the potential learning level;at the same time,the teaching model advocated by the theory is concrete and intuitive,has strong structure and operability,and is favored by teachers and students.Therefore,the content and concept of Scaffolding Theory is undoubtedly a good way to solve the current problems in junior high school composition teaching.In the second chapter,the current situation of Chinese composition teaching in junior middle schools in the researched region has been investigated and studied,and the problems and causes have been analyzed.According to the survey results of teachers,some Chinese teachers still have some unfavorable factors that restrict the development of composition teaching at the level of instructors.They lack interest in composition teaching,their teaching concepts are outdated,teaching methods are backward,the guidance in writing process is lacking,the teaching evaluation is single,and the teaching effectiveness needs to be further improved.According to the survey results of students,the current composition teaching method is difficult to stimulate students' writing interest and enthusiasm,but also reflects the willingness of students to improve their writing ability,so they hope that teachers can improve the composition teaching method.Although there are many reasons for these problems,such as family,school,social environment,etc.,the problems mainly focus onteachers and students.In the third chapter,the application strategies of Scaffolding Theory in junior high school composition teaching are studied.In the process of teaching,teachers define zone of proximal development by diagnosing the learning situation,determine the content of writing through task analysis,and carry out writing teaching smoothly by setting up appropriate support.The application of these strategies can promote students' construction of knowledge and meaning,help them overcome writing difficulties and obstacles,and improve their writing level.In the fourth chapter,the research results of writing teaching practice cases under the guidance of scaffolding theory is revealed.Applying the teaching strategy to the specific composition teaching practice and the demonstration and comparison of students' 'works have demonstrated the effectiveness and feasibility of applying the scaffolding theory to the composition teaching.Improving the composition teaching method,optimizing the composition teaching process,promoting the students' writing level will be an important theoretical and practical support for junior high school Chinese composition teaching.