A Study On The Comment About Self-Reading Texts In The Unified Edition Of Junior High School Chinese Textbook Based On The Scaffolding Instruction Theory

As the unified version of the middle school language textbook is officially applied nationwide,the new version of the textbook has become a highlight of the design of the textbook by adding side comments to the reading aid system for self-reading texts.They are of various types,giving students the necessary hints and training at key points of the text,inspiring them to think,forming effective hints and guidance in the process of students’ independent reading,and becoming a powerful support for students to develop their independent reading ability.However,due to the relatively short time of research,the academic research on marginal criticism has focused more on the theoretical support,purpose of setting,type analysis,and characteristics of marginal criticism,but there is still a lack of specific use of marginal criticism.The addition of marginalia has become a new teaching point for language teachers,and how to apply marginalia to actual teaching has become a real problem for front-line language teachers.This paper analyzes the current teaching situation through questionnaires,interviews and classroom observations,and proposes practical teaching strategies for the use of marginalization in self-reading texts based on the theory of scaffolded teaching.The study found that teachers and students rated the marginalia highly,saying that they could provide effective assistance in reading self-reading texts,and that they could greatly improve students’ ability to appreciate language,structure,and emotion,as well as provide examples for students to imitate and make it less difficult for them to evaluate the texts.However,there are shortcomings in the effective use of marginalia,such as teachers’ and students’ unclear positioning of self-reading texts and teachers’ unreasonable use of marginalia.To address these problems,the researcher attempted to propose a series of strategies for the use of marginalia.Based on the theory of scaffolded teaching,the researcher proposed to filter and combine the marginalia according to the teaching priorities and difficulties,so that the filtered marginalia would serve the corresponding teaching priorities and difficulties.The scaffolds can be used to build learning scaffolds before,during,and after class,so that students can use them to carry out learning activities successfully.Finally,the rubric can be used to assess students’ learning by using the rubric as assessment content and evaluation criteria.Due to the researchers’ lack of in-depth theoretical knowledge and insufficient teaching experience,the proposed strategies for using self-reading texts lack a lot of practical tests and have many shortcomings,and further efforts are needed for the research on the use of self-reading texts for marginalization.