Research On Chinese Rhetoric Teaching In Middle School From The Perspective Of Scaffolding Teaching Theory

"Actively advocate independent,cooperative and exploratory learning methods" is the curriculum standard request,also is the school and first line teachers fulfill the pursuit of learning way.In the first line of teaching,for load division,how to teach,how to teach good rhetoric,what kind of learning style is a student of favourite,it has always been a difficult problem for teachers to improve students' ability to analyze and appreciate language by using rhetorical methods.In China,new theories and methods are constantly emerging in the study of rhetoric teaching.However,in the specific teaching practice,these theories and methods are too macro,and the teaching effect has not been significantly improved.Therefore,based on the previous theory and practice,this paper applies scaffolding teaching to rhetoric teaching in the hope of finding a suitable way to solve the difficulties in rhetoric teaching.In this paper,combined with the latest version of high school language teaching material,teaching reference,on the basis of read teaching material,to follow a student teacher lectures,class,ask the teacher,refer to the latest literature,through the study of middle school Chinese rhetoric teaching in-depth analysis,finally found the scaffolding instruction and curriculum standard and the rhetoric teaching exists,therefore preliminary think scaffolding instruction applied in rhetoric teaching,to a certain extent,to help resolve the rhetoric teaching difficulty.This research mainly divided into five parts: the first part is mainly discussed in the perspective of scaffolding instruction theory the feasibility of the middle school Chinese rhetoric teaching,for application of scaffolding instruction in rhetoric teaching action research provide a theoretical basis.In the second part,358 questionnaires were sent to M Middle School and 346 valid questionnaires were collected.Through the questionnaire survey,the problems existing in the current teaching of M Middle School were understood,and the practical basis was provided for the action research on the application of scaffolding teaching in rhetoric teaching.In the third part,the first action study was carried out.After discussing with Mr.W from M School,I selected Moonlight over the Lotus Pond,Unit 7,which is a compulsory course in high school.The study mainly explored the application effect of problem stents and comparison stents in synaesthesia.The fourth part is the implementation of the second action research,the action research according to the first research problems to adjust and improve.After discussing with Teacher Y,we chose the seventh lesson Leo Tolstoy,Unit 2,the last time in Grade 8.We used the example bracket and the dialogue bracket to teach the metaphors and figures of speech in this lesson,and explored the teaching effect.The fifth part summarizes the above research.