Research On The Scaffolding Instruction Theory In The Teaching Practice Of Whole Book Reading In High School

With the promulgation and implementation of the 2017 edition of "General High School Chinese Curriculum Standards",the concept of reading the whole book has gradually attracted the attention of education researchers and frontline teachers and has become one of the trendy topics in the research of Chinese teaching.As an important part of the Chinese course,the concept of reading the whole book plays an important role in the growth of student's personal knowledge and ability,the improvement of their ideological accomplishment,the inheritance and development of Chinese traditional culture,and the enhancement of the overall quality of the nation.However,Chinese language teaching in our country has long focused on the single-chapter teaching method,and the theories and practical practice of the whole book reading teaching method are relatively lacking,leading to a great passivity in employing this method and many problems in the practical teaching process.At this time,it is of great significance to use the the Scaffolding Instruction Theory abroad to study the whole book reading method,and to provide theoretical support and practical basis for the practice of the whole book reading teaching.This paper consisted of the introduction,main body and conclusion.The introduction part mainly introduced the research origin,research significance,research methods and research status of scaffolding teaching and whole book reading teaching.The first part of main body defined scaffolding teaching,whole book reading and whole book reading teaching,and introduced the theoretical basis of the Scaffolding Instruction Theory as well as specific steps and manifestations of its application in the subject teaching.The second part of main body mainly knew about the current situation of the whole book reading teaching in the senior high school via questionnaires and interviews,and then analyzed the application value of the Scaffolding Instruction Theory in the whole book reading teaching by combining interpretation into teaching ideas of new curriculum standard.As an integral part of Chinese language curriculum,the whole book reading teaching shall follow the basic teaching idea of new curriculum standard by taking the curriculum standard as guidance.the Scaffolding Instruction Theory shares similarity with teaching ideas of new curriculum standard.The application of scaffolding teaching theory in the whole book reading teaching is helpful to implement teaching ideas related to new curriculum standard,solve problems,such as lack of scientificity during reading list selection,insufficient regulatory capacity of students,poor process guidance of teachers and absence of a scientific and effective evaluation mechanism etc,and cultivate students' Chinese core literacy.Under the guidance of teaching ideas and the Scaffolding Instruction Theory of new curriculum standard,the third part of main body constructed six application strategies of whole book reading teaching,including “analyze learning situation-grasp zone of proximal development,clear objectives-build teaching scaffolding,create scenes-stimulate reading interests,set tasks-promote independent exploration and collaborative learning and conduct joint discussion,and multidimensional evaluation-enhance reflection and summarization” based on five basic links of “scaffolding building,scene creation,independent exploration,collaborative learning and effectiveness evaluation by combining characteristics of whole book reading teaching,and then clarified that the application of scaffolding teaching theory in the whole book reading teaching shall follow three principles,including conducting teaching based on students' zone of proximal development,respecting students' dominant position and guaranteeing dynamic and graduality of scaffold construction.The fourth part of main body analyzed classical cases of whole book reading teaching,summarized application experience of the Scaffolding Instruction Theory in the whole book reading teaching and then conducted case design of whole book reading teaching by taking Lu Yao's The Ordinary World as an example based on the previously constructed strategies aiming to provide a case reference for the application of the Scaffolding Instruction Theory in the whole book reading teaching.The conclusion part summarized contents of this paper,and analyzed limitations as well as further research directions.