Research On The Application Of Scaffolding Instruction In The Teaching Of Classical Chinese

Because of its textual characteristics,argumentative classical Chinese writings are brilliant in terms of speculation,language refinement and ideological profundity,and the argumentative classical Chinese writings selected into the teaching materials are all examples of writings,reflecting the rich life philosophy and ways of life of the ancient Chinese people with lofty ideals and scholars.The argumentative classical Chinese has an important educational function in cultivating students’ reading ability,logical thinking ability and cultural inheritance ability in classical Chinese,and is also an important part of junior high school Chinese teaching.Scaffolding teaching,originated from the theory of the zone of recent development and constructivism,is a teaching mode that focuses on students,teachers act as guides,organizers and collaborators,and stimulate students’ learning interest through building scaffolding to promote students to actively construct knowledge.Aiming at the problems of insufficient learning motivation,boring learning methods and insufficient participation of students in the teaching of argumentative classical Chinese,this paper attempts to introduce scaffolding teaching into the teaching of argumentative classical Chinese in order to inject some vitality and vitality into it.This study starts from the relevant theories of scaffolding teaching,through reading a large number of documents,combined with educational practice,launches the teaching practice of scaffolding teaching in the classical Chinese teaching of argumentation in junior high school and analyzes it.The article begins with the explanation of the reason and significance of the topic selection,analyzes the current situation of "scaffolding teaching" and "argumentative classical Chinese in junior high school",and combs the theoretical basis of scaffolding teaching,so as to further outline the concept of scaffolding teaching and argumentative classical Chinese,and lay a theoretical foundation for practical teaching.Then,through a questionnaire survey of the classical Chinese teaching of argumentation in junior high school in Anning Experimental School,the feasibility of introducing scaffolding teaching into classical Chinese teaching in junior high school is discussed from the perspective of reality,which lays a realistic foundation for the application research of this paper.On this basis,based on the characteristics and teaching needs of argumentative classical Chinese,the author constructs a framework suitable for argumentative classical Chinese teaching from four aspects: basic knowledge of classical Chinese,text characteristics,article reading and cultural inheritance,and puts forward application strategies and implementation suggestions.Finally,from the perspective of practical application,we will first analyze the teaching case of Ma Shuo taught by Xiong Fangfang,and then carry out scaffolding teaching design and teaching reflection on the course "What I Want",and further explore the application strategies and suggestions of scaffolding teaching in the classical Chinese teaching of argumentation in junior high school.