Research On The Application Of Scaffold Theory In The Teaching Of Personalized Composition In Junior High School

Composition plays an important role in promoting the formation of students’ good humanistic qualities.However,composition has always been a major problem for middle school students,and some students not only have low interest,but also lack of "personality" such as single idea.ordinary selection of materials,boring conception,rigid layout,monotonic language,and fictional content.Middle school students are proactive,energetic,and full of imagination,and the composition process should reflect the characteristics of autonomy,authenticity,uniqueness and soundness.If they are unable to express effectively for a long time,it is not conducive to their writing ability and comprehensive personal development.The Scaffold Theory is a more mature Learning Theory,which is student-centered,based on Constructivism and Zone of Proximal Development.It provides students with assistance and support by detailing complex learning tasks,provides guidance and guidance,and solves learning problems in teaching step by step and in small steps,gradually enable students to become independent learners.Based on the Scaffold Theory,this thesis analyzes the characteristics and connotation of Personalized Composition,starts from the current situation of Personalized Composition Teaching in Junior High School,constructs a Personalized Composition Teaching Scaffold in Junior High School from the perspective of "scaffold theory",and studies how to realize the ways and strategies of personalized expression of students’ composition,so as to help Junior high school Chinese teachers to carry out Personalized Composition Teaching with more quality and effect,and at the same time to truly improve students’ Personalized Composition level.The full article is divided into four chapters.The First chapter is the introductory part,mainly focusing on the origin,significance,current situation,methods and research innovations;The Second Chapter reviews the theory and arrangement of Personalized Composition and Scaffolds in Junior High School;The Third chapter studies the current situation and existing problems of personalized composition teaching in junior high schools through student surveys and teacher interviews;The Four Chapter is the focus of this thesis,based on the survey and analysis from Chapter 3,Scaffold Teaching Strategies are proposed for the lack of individualization in writing different periods.