Research On The Scaffolding Teaching Of High School Drama Reading

Since the promulgation of the new high school Chinese curriculum standards,the improvement of students' Chinese reading literacy has become a hot topic.Many scholars have continued to pay attention and explore.The new curriculum standards and new teaching materials have promoted the deepening of high school Chinese reading teaching.As one of the important contents of Chinese reading teaching in high school,drama teaching is also an important carrier for cultivating the core Chinese literacy emphasized by the new curriculum standard.Therefore,the research on drama teaching has been paid attention to again,which has also inspired the author's own research on drama teaching.enthusiasm.The purpose of this paper is to explore the connotation and characteristics of "scaffold teaching"in high school drama,the feasibility of its implementation in Chinese classrooms,the research on implementation strategies and the effect of cases.This is not only conducive to demonstrating the scientificity and innovation of the "scaffolding teaching theory" in the high school drama teaching classroom,but also effectively promotes the continuous deepening of high school drama teaching research,and provides a reasonable reference for drama teaching with a new teaching model..The connotation and characteristics of "scaffolding teaching" of high school drama is a theoretical exposition of this research from the perspective of concept definition,which is conducive to revealing the distinctive characteristics of this research as two intersecting concepts.Firstly,the important concepts of this research are clearly defined from the definition of "scaffold","scaffold teaching" and "high school drama teaching".Then it discusses the two most important theoretical foundations of this research:"zone of proximal development" and "constructivism".Finally,it expounds the meaning and characteristics of"scaffold teaching" in high school drama,and thus completes the scientific demonstration from concept to theory to research subject.The feasibility analysis of "scaffolding teaching" in high school drama is an important reflection of the value of this research.By exploring the compatibility of "high school drama teaching" and "scaffolding teaching" the application value of this research is clarified.Three important dimensions of teaching and student learning are used to explore the theoretical basis of "scaffold teaching" of high school drama,and to provide value orientation for high school drama classroom practice.The implementation strategy of "scaffold teaching" in high school drama is mainly divided into three parts:the types of scaffolds in the "scaffold teaching" of high school drama,the principles of scaffolding and the implementation process.This study selected five brackets suitable for drama teaching:problem bracket,diagram bracket,comic bracket,background bracket,and emotion bracket.Part of the construction principles answers the questions of "what to teach" and "how to teach" in high school drama teaching in the new era from three dimensions:"zone of proximal development","drama" and "activity".The case analysis of "scaffolding teaching" of high school drama is the classroom practice operation of this research,which completes the consistent scientific demonstration from theoretical construction to classroom practice.This part takes "Thunderstorm(Excerpt)" in the unified edition of high school Chinese textbooks as an example,takes the"scaffold teaching" of high school drama as the theoretical design of the teaching process,and shows specific practical cases and analysis to test the "scaffold teaching" of high school drama.outstanding advantages.