Research On Scaffolding Teaching Strategy Of Classical Chinese In Junior Middle School

Combining Scaffolding Teaching Theory with classical Chinese teaching in junio r middle school can enrich classical Chinese teaching theory to a certain extent and pr omote the rapid development of classical Chinese teaching in junior middle school.In the early stage,systematically summarized the research status of Scaffolding Teachin g Theory at home and abroad,carefully investigated and analyzed the current situation of classical Chinese teaching in junior middle school,and summarized some problem s existing in the process of classical Chinese teaching for junior middle school Chines e teachers.Taking classical Chinese in junior middle school as an example,this paper puts forward the specific and feasible strategies of applying Scaffolding Teaching The ory to classical Chinese teaching in junior middle school,and introduces some practic al teaching methods.The full text is divided into five parts.The introduction is a summary of the research status at home and abroad.The first chapter is the analysis of the current situation of teaching.It mainly sum marizes the problems existing in the current teaching from the perspectives of teacher s and students,and analyzes the reasons.The second chapter is the application content.Starting from the content,emotion and value of classical Chinese,it is divided into three aspects: the first aspect is to intr oduce the scaffolds that help students understand the content of classical Chinese,incl uding language scaffolds and problem scaffolds;The second aspect introduces the em otional support that helps students taste classical Chinese,including emotional suppor t and deductive support;The third aspect introduces the scaffolds that help students un derstand the value of classical Chinese,including cultural background scaffolds and cr eative scaffolds.The third chapter is the application method.It includes three periods: the early st age of scaffold construction,the middle stage of scaffold construction and the later sta ge of scaffold construction.The steps in the early stage of scaffold construction includ e goal determination and scenario creation,the steps in the middle stage of scaffold co nstruction include independent exploration and collaborative learning,and the steps in the later stage of scaffold construction include effect evaluation and expansion and m igration.The fourth chapter is the design and reflection of teaching cases in which the the ory is applied to practice.The feasibility of the theory is verified through two aspects:teaching case design and teaching reflection.