A Study On The Application Of Learning Support In The Narrative Of Junior Middle School Writers

Narrative writing is one of the important genres of junior high school writing teaching,and narrative writing is a stepping stone to junior high school students' writing training.However,in the actual teaching process,teachers do not have a clear understanding and effective teaching methods on how to guide students to write truly and effectively,and how to express the character characteristics of characters vividly and uniquely.When students face writers' narratives,they are also mostly afraid.I don't know how to organize the language into a fluent article.When writing and writing narratives,students mostly described the characters' features,appearance,and clothing uniformly.Such a patterned writing process makes the characters portrayed by the students bland,and each character lacks its own unique temperament.The character description in an article can even be applied to several different people.There is no contradiction.Junior high school students have a strong thirst for knowledge and expression,but because of their lack of life experience and writing skills,they often have difficulty expressing their true inner thoughts accurately.As an intermediate medium,the learning support can help students build a bridge between the existing experience and the expected learning effect.Therefore,it is feasible and innovative to study the writing of narrative narrative with the learning scaffold as the starting point.I plan to start with a learning scaffold,combine relevant practice and data analysis,and conduct a comparative study based on relevant cases to reveal the guiding role of the learning scaffold for narrative writing in junior high school writers.The thesis is divided into four parts: introduction,learning framework and its theoretical basis,analysis of narrative narrative status in junior high school,and the application of learning framework in narrative narrative.First of all,the research origin,research significance,and related literature review in the introduction part of the paper are expounded to lay the foundation for the specific development in the following.Secondly,the related concepts of the learning scaffold are defined,and their construction conditions and related classification are introduced.Based on the theory of constructivism,recent development zone and cognitive development,the theoretical basis of the learning scaffold is clarified.Furthermore,the thesis interviews teachers and students in two forms: questionnaires and interviews.Analyze and organize the collected information to reveal the actual problems in narrative teaching of junior middle school writers,and provide specific suggestions for improvement from the perspective of learning the theory of scaffolding.Finally,by comparing the student works under the guidance of the conventional writing narrative teaching design and the students under the guidance of the theory of learning scaffolds,the practical effect of the learning scaffold on the writing of narratives is clarified.In the specific discussion process,the author mainly explored the role of "example support,problem support,chart support,presentation support,suggestion support" and other types on narrative writing,and how to learn the support of students to write narrative writing In what way can we provide students with the most help,which can stimulate students' potential recent development areas and enable students to write independently on the basis of external forces.Grasp the core of the narrative writing of the writer,seize the unique flash point of the character,and combine the relevant typical examples to try to write the character into a specific image,so that the character is no longer like a gourd.The author believes that by studying the construction and application of the learning scaffold,it is bound to have an important breakthrough in the current difficult teaching of narrative writing.