A Study On Scaffolding Reading Teaching Strategy Of Chinese In Primary School

As we all know,reading teaching is a big part that cannot be ignored in primary school Chinese teaching.In the current environment of “Student-oriented”and“Knowledge construction”,the combination of scaffolding teaching and reading teaching forms a scaffolding reading teaching model,it is helpful to cultivate students' independent learning ability.At present,the research on scaffolding reading teaching in our country is getting deeper and deeper.Many scholars realize the importance of scaffolding for primary school Chinese reading learning,but starting with teachers,there are not many researches on the teaching level of scaffolding reading for teachers,so the researchers pay more attention to the teaching level of scaffolding reading for teachers.This study considers that the application level of scaffolding reading teaching can be divided into four dimensions: scaffolding identification,scaffolding selection,scaffolding application and scaffolding transfer,the factors that affect the teaching level of scaffolding reading are the teachers themselves,the school management and the scaffolding teaching itself.The primary school Chinese teachers have different characteristics in each dimension.Based on the above hypothesis,416 Chinese teachers' questionnaires were compiled and distributed in this study,and teaching cases were used to test the hypothesis,and from “Teachers themselves”,“School management”two aspects put forward to improve the primary school language teacher application scaffolding reading teaching level of suggestions,to further improve the primary school language teacher application level of scaffolding reading teaching.The purpose of this study is to analyze the differences of scaffolding instruction and its influencing factors among Chinese teachers in different primary schools,so as to promote the integration of scaffolding instruction theory and reading theory,in order to provide a new teaching direction for primary school Chinese reading teaching,on the other hand,to provide reference and reference for the majority of primary school Chinese front-line teachers,to promote the continuous growth of primary school Chinese teachers.Based on the literature review of scaffolding instruction and reading instruction at home and abroad,this study analyzed the existing research perspectives and deficiencies,provided reference and support for this study,and determined the reasons for the selection of this study.On the basis of literature review,this paper makes a theoretical study of scaffolding reading teaching in primary school from three aspects,namely,the connotation,characteristics and types of scaffolding reading teaching,and clarifies the related concepts of scaffolding reading teaching,this paper analyzes the characteristics of scaffolding instruction which is prospective,temporary and situational,and sums up8 types of scaffolding instruction which are commonly used in scaffolding instruction,which lays a solid theoretical foundation for this study.Through the questionnaire method,this paper carries out an empirical investigation on the application of scaffolding reading teaching to primary school Chinese teachers,taking the Chinese subject teachers in Chongqing,Tianjin,Guangdong,Sichuan,Hubei,Jiangxi,Zhejiang and other provinces and cities as the research objects,a total of 435 e-questionnaires were sent,435 were returned,19 were rejected and 416 were valid,from the four dimensions of bracket recognition,bracket selection,bracket application and bracket transfer,this paper studies the current level of scaffolding reading teaching for Chinese teachers in primary schools,this paper studies the factors that affect the application of scaffolding instruction in primary school Chinese teaching from three dimensions:teachers themselves,school management and scaffolding instruction.The main findings of this study are as follows: there are differences in the level of scaffolding instruction among primary school Chinese teachers.According to the characteristics of the subjects,gender,age,years of teaching,grade,professional title and educational background are significantly correlated with the level of scaffolding instruction.There were significant differences in the stent recognition between the primary school Chinese teachers of different sexes,the teachers aged 41-50 had the highest stent recognition level,and the teachers aged 31-40 had the highest stent transfer level,in terms of “Stent selection”,“Stent application”and “Total score”,the level of teacher's scaffolding reading teaching increases gradually with the increase of teachers' age;The teachers in the lower stage of teaching were lower than those in the higher stage of teaching,while the teachers in the higher stage of teaching were higher than those in the lower stage of teaching.From the four dimensions of scaffolding reading teaching,there are significant differences in scaffolding identification,scaffolding selection,scaffolding application and scaffolding transfer.In view of the factors that affect the application of scaffolding reading teaching to primary school Chinese teachers,the teachers themselves,school management and the level of application of scaffolding reading teaching are significantly related,among which the teachers themselves have the greatest influence on the application level.Based on the findings of the study,this paper puts forward some suggestions on the application of scaffolding instruction to primary school Chinese teachers.(1)in the aspect of stent identification: to attach importance to theoretical research,reserve stent resources;to enrich professional training in stent teaching and enhance awareness of stent identification;(2)in the aspect of stent selection: grasp the latest development area,select stent according to the learning situation;Multi-angle analysis reading text,according to the text selection stent;clear teaching objectives and difficult points,according to the teaching direction selection stent;(3)in the stent application: feedback in class,according to the dynamic changes in the study of stent application;provide heterogeneous learning partners,to construct an “Independent-cooperative”reading learning model,to pay attention to integration,to build a variety of reading learning scaffolding,to evaluate correctly and to reflect the effect of scaffolding reading teaching in time,(4)to withdraw the scaffolding in time,to transfer the responsibility of learning.