Research On Teaching Design Of Chinese Reading In Primary School Based On Scaffolding Teaching ——Take "Hen",the Second Volume Of The Fourth Grade,edited By The Ministry As An Example

Reading teaching is a necessary part of Chinese Teaching.The new course reform emphasizes the teaching concept of "student-oriented",advocates the learning method of independent cooperation and inquiry,and cultivates the innovative spirit and practical ability.Therefore,the reading teaching in Chinese classroom is bound to change,break the previous idea of taking knowledge transfer as the ultimate goal,put students in the main position of learning,improve students' ability to understand,analyze and use texts,and improve students' comprehensive Chinese literacy.By consulting the relevant literature about scaffolding instruction and Chinese reading instruction at home and abroad,this study analyzes the teaching content,Chinese curriculum standard of compulsory education and students' learning situation of The Hen,the fourth grade volume of primary school Chinese compiled by the Ministry,by using the methods of questionnaire,interview and case analysis,and makes the preparatory work for the instructional design of The Hen based on scaffolding instruction,and then carries out the lesson of The Hen from four aspects:teaching objectives,teaching contents,teaching process and teaching evaluation.Then,after the completion of the text of the teaching design,its application in the actual classroom teaching.Finally,by using the methods of student questionnaire and teacher interview,this paper investigates the implementation effect of this class,deeply reflects on the deficiencies of this class,and puts forward relevant suggestions for improvement.According to the results,it can be found that the application of scaffolding instruction in the process of Chinese reading teaching in primary schools is helpful to promote students'deep understanding of knowledge and enhance their autonomous learning ability It is beneficial to promote the improvement of students'reading and writing ability and enhance their sense of innovation.However,there are still some shortcomings in this study,such as too many links in the teaching process design,the lack of focus in teaching,the lack of control over students'exploration time in the independent exploration link,the weak interaction between teachers and students in the collaborative learning link,and the formalization of group discussions The evaluation language is monotonous and the interaction is not enough.Based on the deficiencies of the above teaching design,this paper puts forward some relevant optimization strategies,namely,teachers should base on the learning situation and build the scaffolding reasonably,pay attention to independent exploration and give sufficient time,teachers should participate in time to highlight the interaction between teachers and students,multi-subject evaluation and respect for individual differences.