Research On The Application Of Scaffolding Teaching Method In The Teaching Of Classical Chinese In Senior High School

The classical Chinese of argumentation is a kind of classical Chinese based on the perspective of style.It has the characteristics of rigorous layout,concise language,clear argumentation and profound thought.In the current unified edition of high school Chinese textbooks,the classical Chinese of argumentation occupies a considerable proportion.Learning such classical Chinese can not only improve students ’ logical thinking ability and writing level,but also enable students to feel the wisdom of the ancients and enhance their humanistic cultivation.However,in the teaching of argumentative classical Chinese,front-line teachers use more ’ word-by-word ’ translation,and finally summarize the methods of reasoning art and article theme,ignoring the unique teaching value of the style,so that students can not really obtain the improvement of thinking and aesthetic ability.Scaffolding teaching method is a kind of teaching method developed under the theory of constructivism.It advocates building scaffolding in the students ’ recent development area,guiding students to explore independently and learn cooperatively,so as to obtain new knowledge.Compared with the traditional teaching mode of teachers ’ " cramming education," the scaffolding teaching method pays more attention to students ’ initiative and classroom participation,and respects students ’ dominant position.This teaching concept meets the requirements of the new curriculum reform.It is feasible to apply the scaffolding teaching method to the teaching of classical Chinese,which can provide new ideas for the teaching of classical Chinese.Based on this,the paper is supported by the relevant theories of the scaffolding teaching method,and based on the unified edition of high school Chinese compulsory textbooks,the application of the scaffolding teaching method in the teaching of classical Chinese in high school is carried out.The full text can be divided into three parts : introduction,text and conclusion.The introduction part mainly expounds the origin of the topic,the research object,the research status,the research significance and the research methods.The body part first defines the related concepts of scaffolding,scaffolding teaching and argumentation classical Chinese,and introduces the theoretical basis of scaffolding teaching method,constructivism theory,recent development zone theory and cognitive development theory.Then,from the theoretical perspective,the feasibility of scaffolding teaching method and argumentation classical Chinese teaching is analyzed.Secondly,on the basis of sorting out the questionnaire,this paper discusses the problems existing in the current teaching of classical Chinese.The students are mainly manifested in the low interest in learning classical Chinese and the single motivation.Lack of learning methods,strong dependence on teachers;lack of problem awareness,lack of questioning spirit;the learning effect is not good,the migration ability is weak;teachers are mainly manifested in the immobilization of teaching mode;the setting of teaching objectives is unreasonable;ignoring thinking training in the teaching process;the evaluation of classroom teaching is simplified in several aspects,and the reasons for these problems are summarized.Thirdly,it focuses on the types of scaffolding teaching methods in the teaching of classical Chinese in senior high school,which are knowledge-assisted scaffolding,method-guided scaffolding,thinking-enhancing scaffolding and transfer-application scaffolding.The basic principles and six implementation steps that should be followed in the application of scaffolding teaching method in the teaching of classical Chinese in senior high school provide reference for the specific practice of scaffolding teaching method in the teaching of classical Chinese in senior high school.Finally,taking the " teacher ’s theory " in the compulsory textbook of senior high school Chinese as an example,a complete teaching lesson is designed,summarized and reflected,and the deep integration of theoretical construction and classroom practice is realized.The conclusion part mainly analyzes the shortcomings of the research on the basis of summarizing the previous text,and puts forward the future improvement direction.