Research On The Application Of Scaffolding Instruction In Classical Chinese Teaching In Junior Middle School

Classical Chinese is a treasure house containing the splendid cultural heritage of the ancient people.It has an irreplaceable role in helping students to cultivate sentiments,inherit culture,shape aesthetics,enlighten ideas,cultivate thinking ability and humanistic quality.In recent years,the state has attached unprecedented importance to the excellent traditional culture of the Chinese nation,and there has been a wave of "return" to the excellent traditional culture in the society.In the context of high humanistic consciousness,people are more and more sure of the cultural and educational value of classical Chinese that carries traditional culture.As an important part of Chinese teaching in elementary and middle schools,the academic circles' attempts to study classical Chinese teaching are also expanding and deepening.Aiming at the problems of insufficient learning interest,single learning motivation,lagging learning actions,and lack of student status in the current Chinese language teaching,the introduction of scaffolding instruction into the early Chinese language teaching can bring some vitality to it.Scaffolding instruction is a kind of vigorous teaching mode,which is in line with the new curriculum reform concept.It advocates that students are the center.Teachers act as organizers,facilitators,collaborators,and guides of student learning,and provide external support by building scaffolds to promote Students construct knowledge independently,cross the distance between the current level and the goal,and become independent and active learners.Starting from the related theory of scaffolding instruction,this article adopts literature research method,questionnaire survey statistical method and case analysis method,based on the current situation of Chinese language teaching at the beginning of the year,and launches the application research of scaffolding instruction in Chinese language teaching at the beginning of the year.There are five parts in this article,and the research content is as follows:The first chapter summarizes the scaffolding instruction from the meaning of scaffolding,application renderings,types,and the theoretical basis,concepts and characteristics of scaffolding instruction,and lays a good theoretical foundation for the practical research later.The second chapter deeply analyzes the current situation of Chinese language teaching at the beginning of the year through a questionnaire survey,and discusses the feasibility and significance of the introduction of scaffolding instruction into Chinese language teaching at the beginning of the year,and provides a practical basis for the application research of this article.The third chapter combines the characteristics of early Chinese language teaching practice,constructs a framework suitable for early Chinese language teaching from two perspectives that fit the characteristics of classical Chinese and meet the needs of early Chinese language teaching,and proposes application strategies and implementation suggestions.Based on the existing research on the basic links of scaffolding instruction,explore the scaffolding implementation links suitable for elementary Chinese language teaching,and explain the application strategies in combination with specific lesson examples.The fourth chapter conducts the case analysis and design practice of scaffolding Chinese language teaching at the beginning of the period from the perspective of overall application.In the case analysis,first analyze the teaching design,understand the preparation and ideas of the scaffolding instruction of famous teachers from the static presupposition,and then analyze the teaching records,understand the implementation and adjustment of scaffolding instruction of famous teachers from the dynamic classroom.Combining the learning and understanding of famous teachers' scaffolding instruction practice,carry out scaffolding instruction design,and further explore the application of scaffolding instruction in Chinese language teaching at the beginning of the year.The fifth chapter is mainly an overall reflection on the fourth chapter and the practical application of scaffolding instruction in Chinese language teaching at the beginning of the period when the author heard or saw it during the internship.This kind of reflection includes three application principles and four points of attention,namely,the principle of moderate and appropriate amount,the principle of overall construction,and the principle of gradient climbing;pay attention to the occurrence area of scaffolding instruction,pay attention to the level and continuity of scaffolding,and pay attention to timely adjustment and withdrawal Support and pay attention to guarantee the provision of constructive feedback.Through the research of the above five chapters,this article believes that scaffolding instruction can make up for the shortcomings of some traditional classical Chinese teaching models and improve the current situation of Chinese teaching at the beginning of the year.It is hoped that it can provide reference for the scaffolding study of Chinese language teaching at the beginning and the construction of an efficient classroom for the teaching of Chinese language at the beginning.