The Application Of Paradigm Scaffolding In The Teaching Of Argumentative Writing In Junior High School

The teaching of writing in junior middle school can be divided into many aspects according to different styles,among which the teaching of argumentative writing is an important part.In recent years,the standard of Chinese course and the high school entrance examination have put forward higher requirements for the writing of argumentative essays for junior high school students,which shows the important significance of developing argumentative writing teaching.However,in the actual teaching,the teaching effect of argumentative writing is not satisfactory.Therefore,how to effectively improve students’ argumentative writing ability has become an important issue worthy of wide attention of Chinese educational researchers.With the development of educational research,the scaffolding theory,a new educational idea,has been widely applied in Chinese teaching,however,the application of scaffolding instruction in argumentative writing teaching is still relatively weak.Based on the theory of Constructivism,the theory of zone of proximal development and the theory of scaffolding,this study takes“The application of paradigm scaffolding in the teaching of argumentative writing in junior high school” as the research object,suppose that the application of the example frame can improve the argumentative writing ability of junior high school students,and on this basis,find the existing problems in the teaching of argumentative writing in junior high school,and build an effective example frame based on the specific learning situation,practice teaching.Through the text comparison of many times of practice to reach the conclusion of the study,further suggestions for teaching.This research is mainly about the application of case-frame in the teaching of argumentative writing in junior high school,the core of which is“Case-frame”and“Argumentative writing in junior high school”,three rounds of writing training were carried out in the practical schools by using the evaluation criteria,learning framework and learning examples of argumentative writing designed on the basis of curriculum standards,teaching materials and learning conditions,etc.,and to the practice data and the result carries on the collation.The first chapter mainly analyzes the research background of this topic,explains the research origin,the research goal,the research content,the research significance and the Innovation Place,to clarify the feasibility of applying the paradigm frame to the teaching of argumentation writing in junior high school.Chapter two to chapter five is the body part.The second chapter defines the related concepts of scaffolds and sample scaffolds,and expounds the current situation of scaffolds teaching and argumentation writing teaching in junior high school,which lays a theoretical foundation for the following research.The third chapter is the research design of this study.Mainly on the research object,research ideas,research framework,research methods,research tools to explain.The fourth chapter is the practice process.First of all,the pre-test,through the collection of Students’ argumentative writing text and analysis of the text,found that students’ argumentative writing problems,further according to the course standard,teaching materials,middle school examination,the existing problems and so on to determine and build the model frame,guide students to learn the model frame,after a practice writing exercise.Secondly,it analyzes the students’ writing text after one practice,finds the common problems after one practice,adjusts according to the problems and sets up the example frame again to carry on the second practice writing practice.Finally,according to the students’ second practice writing,withdraw the model bracket in time to carry on the transfer exercise,and get the students’ post-test text.Through the multi-text contrast effect analysis,it is concluded that the construction and revocation of argumentative scaffolds should be based on students’ learning conditions and the provision of argumentative scaffolds should be based on certain argumentative learning.The fifth chapter mainly elaborates the research conclusion and the deficiency of the research,and looks forward to the future research space.