Research On The Teaching Design Of Chinese Scaffolding Reading In Middle School

The new curriculum reform advocates that Chinese courses should be devoted to the cultivation of students' Chinese literacy,and reading teaching is an important way to achieve this goal.In traditional teaching,teachers are the imparters of knowledge,and students are the recipients of knowledge.The new curriculum reform puts forward new requirements for Chinese teaching.Teachers should pay attention to the cultivation of students' language learning ability,give students the opportunity to fully demonstrate themselves,and guide students to learn.However,in the actual middle school Chinese teaching,affected by traditional teaching,many teachers still have not returned the "active power" of the classroom to the students.In the classroom,teachers teach students to listen,the teaching method is single,and students' interest in learning is low.Scaffold teaching attaches importance to the current development level of students,and uses a variety of methods to guide students to actively construct knowledge and move towards a higher level of development.The bracket teaching takes students as the main body.Teachers and students participate in classroom activities together to construct a classroom communication model of student-student interaction and teacher-student interaction.Combining with related theories,the author has made some theoretical combing and practical exploration on the application of "bracket teaching" in middle school Chinese reading teaching.The main body of this article is divided into four chapters:The first chapter discusses the theoretical basis and feasibility of bracket teaching.Scaffold teaching is developed under the theory of constructivism and the theory of the recent development zone,these theories are the strong support of scaffold teaching.The application of the scaffolding method in middle school Chinese reading teaching has its unique advantages.It can meet the psychological needs and ability requirements of middle school students,meet the requirements of core Chinese literacy,and meet the requirements of the new curriculum reform.The second chapter discusses the application of bracket teaching in the teaching design of Chinese reading in middle school.First,it analyzes the problems in the current Chinese reading teaching in middle schools;secondly,the brackets commonly used in Chinese reading teaching are explained in combination with the classification of brackets at home and abroad and the teaching content of Chinese reading in middle schools;Teaching design as an example discusses the implementation steps of scaffolding in middle school Chinese reading teaching.The third chapter analyzes the application cases of scaffolding in the teaching of ancient poetry,classical Chinese and prose.In reading teaching,students have many problems in the study of ancient poetry,classical Chinese,and prose.The author takes the classroom record of teachers Zhao Fangfang,Yang Yang,and Guo Yan as examples,and discusses the use of the bracket type in Chinese reading teaching Strategies and methods.The fourth chapter discusses the problems that should be paid attention to when using the bracket type in the design of reading instruction.These issues include:grasping the balance between teacher leadership and student body,avoiding the mechanization of the support construction,avoiding the formalization of interaction,and the support construction should be combined with the characteristics of the subject.