Chinese Generative Teaching In Middle School From The Perspective Of "Scaffolding"

With the deepening of the basic curriculum reform,the middle school language classroom has also undergone a constant change,the concept of secondary school teachers are constantly updated,the traditional classroom teaching philosophy is no longer suitable for the theme of contemporary social development,"the students placed in the main position,Emphasizing the dynamic generation of class " has become the biggest characteristic of modern curriculum idea.Generative classroom teaching is based on the idea of such a result.In fact,the " scaffolding" can help teachers to achieve the teaching of "generative." "Scaffolding",designed to provide a temporary help,its purpose is two: First,to achieve the purpose of classroom teaching,the second is the formation of creative teaching.The theory of "scaffolding" is derived from constructivism and is rooted in Vygotsky’s " zone of proximal development ";the main idea of constructivism is that "knowledge is constructed by learners." This will learn the "initiative" returned to the students,students are the main body of learning,teachers in the classroom to provide appropriate to help students take the initiative to build their own knowledge of the "scaffolding." In the middle school classroom,the "scaffolding" provided by the teacher to the student is adjusted according to the student’s situation,so the whole class must be the dynamically generated teaching.In this study,from the perspective of "scaffolding" theory,combined with the existing excellent teaching cases,this paper explores the characteristics and connotations of the secondary teaching in middle schools in China.And finally in the "scaffolding" theory framework for a flexible teaching design activities.And this is the study of China’s current secondary school language classroom teaching to provide a useful reference.