A Study On The Teaching Strategies Of Reading The Whole Book Of High School Academic Works Based On The Theory Of Stent Teaching

As early as the 2017 edition of the new Chinese curriculum,the whole book reading and discussion task group has been proposed,which requires students to read an academic work within a specified range.The change of the content of this course has aroused the great interest of scholars in the reading research of the whole book of academic works,and the number of related studies has been increasing in recent years.In the literature of the whole book reading teaching of academic works,it is relatively poor to use a certain teaching theory to discuss the whole book reading teaching of academic works.Based on the theory of scaffolding teaching,this paper explores the strategies of reading teaching for the whole book of academic works and the reading methods of the whole book of academic works.In order to enrich the academic works of the whole book reading teaching theory and practical experience.The introduction mainly summarizes the origin of the research,clarifies the purpose and significance of the research,combs the progress and achievements of the whole book reading teaching research,the novel reading teaching research,the academic work whole book reading teaching research,defines the core concepts,and expounds the research design,including the research objectives,research ideas,research contents and research methods.The first chapter discusses the theory of scaffolding teaching.Firstly,the connotation and basic links of scaffolding teaching are explained,and then the theoretical basis of scaffolding teaching and the idea of applying scaffolding teaching to the whole book reading of academic works are expounded.The second chapter analyzes the problems and reasons of reading teaching in the whole book of high school academic works.First of all,the investigation and research design,including the purpose,object and design of the investigation,then analyze the data and explain the existing problems,the investigation found that students read less,reading interest is insufficient;high school students explore less independently,reading enthusiasm is not high;high school students reading mutual help,reading results weak;teachers academic literacy is not high,learning diagnosis is not sufficient;teaching strategies solidified,teaching difficulties diversified;evaluation system is not scientific,need to be improved and improved,and then the academic book reading teaching problems attribution analysis.The third chapter,based on the scaffolding teaching theory,puts forward the whole book reading teaching strategy of academic works.Based on the theory of scaffolding teaching,this paper puts forward targeted teaching strategies,mainly from setting up situational support to stimulate students' reading interest;building strategic support to cultivate efficient reading habits;introducing activity support to explore reading problems independently;creating cooperative support to improve reading efficiency;providing evaluation support to improve teachers' academic literacy.The conclusion part briefly reviews the thesis,summarizes the theoretical and practical significance of the whole book reading teaching strategy and teaching strategy based on the scaffolding teaching theory,and puts forward the shortcomings of this study.In order to improve this teaching strategy in the future teaching practice.