Research On Junior High School Narrative Writing Teaching From The Perspective Of Scaffolding Teaching Theory

Narrative writing is an important part of junior high school composition teaching.The traditional narrative writing classroom teaching mode is single,teachers do not pay attention to creating a suitable teaching environment for students,and they are less helpful to students' writing process.At the same time,teachers do not pay attention to setting writing teaching goals on the basis of grasping students' current level,stimulating students' interest in speaking and broadening students' writing ideas,so that students' actual writing ability has not been improved due to it.Scaffolding teaching theory is based on Vygotsky's "zone of proximal development" theory and constructivism theory.Therefore,this paper adopts the "scaffold teaching theory" to improve the actual situation of classroom teaching of narrative writing in junior high school.The thesis mainly consists of the following parts:The first chapter is the introduction part.Introduce the origin and significance of the research,define the core concepts involved in the research,focus on sorting out the research status,and indicate the research methods used in this research.The second chapter is the theoretical part.The theoretical basis of scaffolding teaching is expounded,and the four basic characteristics and five key links of scaffolding teaching theory are summarized.Based on the classification of domestic and foreign scaffolds,eight types of scaffolds that can be commonly used in junior high school narrative writing are comprehensively proposed,and the feasibility of using scaffolding teaching theory in junior high school narrative writing is discussed.The third chapter is the practice investigation part.Through the cognitive design questionnaire on the scaffolding teaching theory in the early stage,the purpose is to investigate the mastery of the scaffolding teaching theory and the current situation of the junior high school students' narrative writing teaching.The questionnaire found that the junior high school teachers did not fully grasp the concept of scaffolding teaching,the writing teaching evaluation method was single,and the students had problems such as insufficient self-drive and lack of independent writing ability.The fourth chapter is the strategy part.Based on the theoretical cognition of scaffolding teaching and the questionnaire survey,the preparation strategies,implementation strategies,evaluation strategies and guarantee strategies of junior high school narrative writing are respectively put forward,and combined with the cases of relevant famous teachers to explain.The fifth chapter is the case design part.Based on the key links and application strategies of scaffolding teaching theory,writing teaching plans are formed in junior high school narrative essays,human narrative essays,and landscape narrative essays.