Research On The Application Of Scaffolding Instruction Theory In The Whole Book Reading Teaching Of The Analects Of Confucius In Senior High School

“Chinese Curriculum Standard for Ordinary Senior High School”(2017)has creatively presented eighteen“Learning Task Groups”,and the“Whole Book Reading and discussion”learning task groups was take the first place,which shows the importance of the Whole Book Reading.However,the current Chinese teaching in senior high school is mainly based on single and group article reading,and the practical experience of The Whole Book Reading Teaching is relatively insufficient,The teaching problems caused by this need to be solved,and the lack of guidance of education and teaching theory is the key factor to produce these problems.Scaffolding Instruction is a systematic and perfect theory which belongs to constructivism,and it has a far-reaching significance to guide students to conduct the Whole Book Reading.The Analects of Confucius is one of the books recommended for The Whole Book Reading in high school,and is related to multiple learning task groups,This thesis will take The Whole Book Reading Teaching of The Analects of Confucius as the research object,and discuss the specific application of scaffolding teaching theory in The Whole Book Reading Teaching of the Analects of Confucius.In addition to the introduction and conclusion,this thesis is divided into four parts.The first part is the theoretical basis of the study and the definition of related concepts.The second part is an overview of Scaffolding Instruction theory and The Whole Book Reading Teaching of The Analects of Confucius,including the description of the types of Scaffolding Instruction,the basic links of Scaffolding Instruction,and the basic characteristics of Scaffolding Instruction,on this basis,considered and summarized the relationship between these.Then,sorted out the textual characteristics of The Analects of Confucius,and finally demonstrated the relevance of the Scaffolding Instruction theory applied to the Analects of Confucius.The third part investigates the problems and causes of problems in The Whole Book Reading Teaching of the Analects of Confucius in senior high school under the observation of Scaffolding Instruction theory.After analyzing the survey data,it was concluded that The Whole Book Reading Teaching of the Analects of Confucius in senior high school mainly included the following problems,Student's interest in the Analects of Confucius was low,the plans to read the Analects of Confucius was lacked,the effect of reading the Analects of Confucius is poor,in-depth thinking about the content of the Analects of Confucius was lacked,communication and discussion of the Analects of Confucius among students was lacked,and excessive emphasis on results-oriented reading evaluation of the Analects of Confucius,and finally attributed the above problems.The fourth part is mainly under the guidance of the Scaffolding Instruction theory,puts forward a systematic teaching strategy for the The Whole Book Reading of The Analects of Confucius in senior high school,including six aspects: using the “resource scaffold”to create a situation for students to read the Analects of Confucius,stimulating reading interest,using the“chart scaffold”to help students clearly target of reading the Analects of Confucius,clarifying the reading ideas,using the“example scaffold”to show students the method of reading the Analects of Confucius,improving the reading effect,using the“problem scaffold”to promote students to explore the content of the Analects of Confucius independently,deepening reading thinking,Using the“Guide bracket”organize an activity which relate to The Analects of Confucius,promotes reading communication,using the“evaluation scaffold”feedback the effect of students reading the Analects of Confucius,and reconstructs the evaluation system.