Research On The Teaching Strategy Of Reading Picture Books In Lower Primary School Based On Scaffold Teaching Theory

Reading has always been the focus of primary school Chinese teaching,lower primary school students affected by cognitive level and age development characteristics,makes its particularly interested in illustrated,picture books of picture books also become the best choice for junior students to read,more and more primary school Chinese line teachers also realize the unique value of picture books,and try to carry out the picture book reading teaching in their classroom.For students in the lower grade of primary school,independent reading is still in its infancy,and both the understanding of reading content and the use of reading methods need the help and support of teachers."Support" has become a very suitable choice in picture book reading teaching.With the deepening of stent teaching research,its application value in subject teaching has been continuously affirmed.But in the researchers collected the picture books reading teaching literature and survey data found that the effective development of reading teachers of picture books teaching and scaffold teaching use are more problems,this study based on the present situation of elementary school scaffold picture books reading teaching,according to the problems based on the scaffold teaching theory of elementary picture books reading teaching strategy,in order to provide reference for teachers to scaffold picture books reading teaching and reference.This paper mainly includes five parts.The first part is divided into ideas,including the significance of research background,research content method and literature review.This part is combed through the literature to clarify the thinking,clarify the research problems and determine the research direction.The second part is the theoretical analysis,which mainly expounds the concept,theoretical basis,stent type and teaching link of stent teaching,which lays the theoretical foundation for the application of stent teaching in picture book reading teaching.The third part is the status quo survey,which designs the questionnaire of teachers and students according to the five links of stent teaching,and makes the teacher interview outline based on the questionnaire.Through the investigation and analysis of the current situation of the implementation of scaffold picture book reading teaching in lower primary schools,to provide a practical basis for the exploration of scaffold teaching strategies.The fourth part is divided into problem summary and cause analysis.Through the investigation,it is found that the problems existing in stent picture book reading teaching mainly include lack of stent use flexibility,single creation method of teaching situation,insufficient independent exploration and guidance of students,low participation in cooperative learning,and one-sided evaluation of reading effect.The fifth part is the strategy exploration,based on the problems existing in the stent-type picture book reading teaching in the lower grades of primary school.According to the five links of the stent teaching theory,the teaching implementation strategy is put forward accordingly: understanding the learning situation,improve teachers’ ability to identify,select,and apply stents,reasonable construction of the support;Pay attention to the diversity and authenticity of the creation situation,stimulate your interest in reading;Independent exploration,build an effective support,promote the development of thinking;Enrich the ways of collaborative learning,strengthen cooperative learning and guidance,promote students’ cooperation and exchange;Effect evaluation link,emphasizing the enrichment of evaluation content,the diversification of evaluation subjects and the diversified evaluation methods,build an evaluation system.