Research On Scaffolding Teaching Of Classical Chinese Self-reading Course In Junior Middle School Of Unified Edition

The unified edition textbook constructs a three-in-one reading system,and "self-reading" as a new course type appears in the new textbook for the first time.The editor puts "self-reading" between "teaching reading" and "extracurricular reading".It is different from other course types in that "self-reading" focuses on driving outside the class within the class,enhancing students' awareness of autonomous learning,cultivating students' good reading habits,better improving students' reading ability,and promoting their formation of good reading skills.Promote its formation of good language and cultural literacy.The unified edition of the textbook has been implemented for five years since September 2016,and the teaching of the new type of "self-reading" class is worth exploring.Therefore,the author took the first Chinese self-reading in the unified edition as the research object,and took the form of questionnaires and interviews to investigate and study the teaching of classical Chinese self-reading in four middle schools in Wuhan and Huangzhou,and found that it deviated from the lesson type.Problems such as requirements,teachers continue to speak intensively,and students' poor learning effects still exist.Based on this,the author tries to introduce the scaffolding theory into the study of classical Chinese self-reading courses based on the "recent development zone" theory and combined with the characteristics of the self-reading class,and conducts a comparative analysis of the class examples in the form of heterogeneous classes.Reflecting on the nature of scaffolding teaching,highlighting the characteristics of self-reading,inspiring students' interest in active learning in autonomous reading,improving students' ability to read classical Chinese,mastering the rich cultural connotations of classical Chinese,and further promoting students to better carry out extracurricular reading of classical Chinese.The author makes a preliminary discussion on the scaffolding teaching of classical Chinese self-reading class in middle school.Here,I also hope to provide reference and reference for the teaching of classical Chinese self-reading class in middle school.The body of this article is made up of three parts:The first part: first of all,analyze the characteristics of the selection and compilation of the Chinese self-reading course at the beginning of the unified edition from the two perspectives of style and subject matter;Secondly,conclude and summarize the teaching value of classical Chinese self-reading courses from the two perspectives of classical Chinese learning and self-study courses;Finally,combined with the actual situation of teaching and learning of the self-reading of classical Chinese,analyze the confusion and blind spots in current teaching.The second part: Clarify the theoretical basis of scaffolding teaching such as constructivism theory and zone of proximal development,and analyze the feasibility of scaffolding teaching applied to classical Chinese self-reading courses;Introduce general scaffolding types and optional types of classical Chinese self-reading courses;Explore the implementation of scaffolding theory in the junior middle school Chinese language self-study class,starting from the time,type and conditions of using scaffolding.The third part: Select the teaching cases of the same class heterogeneous classical Chinese self-reading class by famous teachers and first-line teachers,compare and analyze the implementation of "scaffolding",and then explore some feasible strategies for current support teaching: Create a contextual scaffold based on the style of the self-reading class in classical Chinese to stimulate students' interest in learning;Fusion cultural background support to improve students' aesthetic ability to classical Chinese;Pay attention to the value and status of classical Chinese self-reading class,provide methodological reading scaffolding,connect inside and outside,and expand students' reading horizons;Combining reading and writing to build a creative scaffolding and activate the development of students' thinking.