Application Of Scaffolding Instruction On Chinese Reading Teaching In Senior Middle School

Along with the continuous updating and development of education,the voice of education is getting higher and higher.The new curriculum reform in our country clarifies the main role of students in teaching,demands teachers to pay attention to the students' development level,and cultivate students' ability of independent study and independent thinking.In Chinese reading teaching,the new curriculum reform clearly requires teachers to pay attention to the dynamic development of students' abilities and individual differences,and guide and help students to generate new experiences,aesthetics and inspirations in independent reading.As one of the key pedagogical methods of constructivism,the scaffolding instruction advocates that teachers take the "zone of proximal development(ZPD)" as the entry point,and set up and build scaffolds to provide students with assistance,so that students can independently carry out cognitive development and ability transfer,so as to improve the potential development level.It can be seen that the scaffolding instruction is refer to the practice of reading teach,which is the practice and reflection of the new curriculum reform concept.The scaffolding instruction advocates the cooperation and exploration idea of students,which can promote the dialogue and communication between teachers and students and students,and establish a democratic,open and efficient Chinese reading teaching class.This paper is a research on the application of scaffolding instruction in high school Chinese Reading Teaching.Based on the research results at home and abroad,this paper combines the support theory with the current situation of high school Chinese reading teaching,and explores its specific application in classroom teaching and teaching design,so as to promote and improve Chinese reading teaching and improve teaching efficiency and teaching level.The thesis is mainly includes three parts: introduction,text and conclusion:The first part is the introduction,which mainly introduces the reasons for selecting the topic,the proposal of the question and the current situation of domestic and foreign research,as well as the thoughts and methods of the research and the significance of the research,so that the readers can have a general understanding of the purpose and background of the research.The second part is the main text which is divided into four chapters to research the application of the scaffolding instruction in high school Chinese teaching.The first chapterintroduces the generation,development and teaching connotation of the scaffolding instruction,including the induction and summary of reading scaffolding classification,and the emphasis is on the application paradigm and classic case demonstration of the scaffolding instruction in Chinese reading teaching.The second chapter is mainly to support the instruction of Chinese reading teaching in high school application present situation investigation and analysis,the distribution and recovery of questionnaire to understand and to find out the confusion and problems from teachers and students.Enable research to be targeted.The third chapter is practice,which is to demonstrate the practicality and superiority of the scaffolding instruction in Chinese Reading Teaching.The fourth chapter is the reflection to the reading teaching practice under the scaffolding instruction,stent theory easily neglected problems in teaching,and puts forward the strategy,and the application in the concrete teaching design,show the reading teaching design under the scaffolding instruction.The third part is the conclusion,which emphasizes the significance of the research,reflects the shortcomings of the research,and wish to make a better study on the application of scaffolding in high school Chinese reading teaching.