The Application Research Of Scaffolding Teaching Method In Group Reading Teaching In Junior Middle School

In recent years,with the promotion of reading teaching reform in China,group reading has quietly emerged,which helps to improve students’ Chinese core literacy.However,group reading is still in the development stage,and there are still many problems such as difficult popularization and low teaching efficiency.Scaffolding teaching method is derived from western constructivism theory.It emphasizes the respect for students’ dominant position and gives full play to teachers’ guiding role.It consists of five steps: building scaffolding,setting up situation,independent exploration,cooperative learning and effect evaluation.Combining the five links of the scaffolding teaching method with the four key behaviors of "reading","comparing","discussing" and "unifying",which are emphasized in the teaching of group text reading,is beneficial to improving students’ comprehensive reading ability,enriching students’ reading experience and improving the efficiency of the teaching of group text reading.It is of great significance to study the application of scaffolding teaching method in the teaching of group reading.In addition to the introduction and conclusion,this thesis is divided into five chapters,the main content is as follows:The first part summarizes the scaffolding teaching method and group reading teaching from two aspects of concept definition and characteristic explanation,and also discusses the theoretical basis of the application of scaffolding teaching method in group reading teaching,and then obtains the relationship between them.The second part analyzes the feasibility and value of scaffolding teaching method in group reading teaching.In the third part,questionnaire survey and interview are used to investigate the status quo of the application of scaffolding teaching method in the teaching of group text reading in junior middle schools.It is found that the application frequency of scaffolding teaching method is not high,the application of more obstacles,and the application effect is not good.Therefore,the reasons are analyzed from the two levels of students and teachers,and it is found that the poor reading foundation of students,students’ passivity in learning,and teachers’ teaching concept is difficult to change will affect the application effect of scaffolding teaching method in group reading teaching.The fourth part discusses the application principles and guiding strategies of scaffolding teaching method in middle school group reading teaching.The scaffolding should be based on text mining,carried by introducing learning resources and guided by promoting task-driven development.Teaching strategies are divided into paving the way to build the foundation,multivariate establishment of group writing topics;Set up situational support and create group learning situation;Set up the comparison bracket and step into the group text exploration;Set up problem support and carry out group writing collaborative learning;Build an integrated scaffold to strengthen the collective construction of group writing;In order to increase the maneuverability of the scaffolding teaching method in the teaching of group reading,this thesis adopts multiple evaluation and six steps to evaluate the effect of group writing learning.The fifth part carries out the scaffolding teaching design and practice of middle school group text reading,and makes teaching reflection.The application of scaffolding teaching method in group text reading teaching can make students experience the fun of group text reading in a broader and diversified thinking space.However,how to better practice the scaffolding group text reading teaching needs to be further explored.