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

Chinese traditional culture is broad and profound and has a long history,which always gives the students the nourishment of warmth.Classical Chinese,as an important part of Chinese traditional culture,can not only improve the students' core literacy of Chinese discipline,but also establish a correct outlook on life and values for students.However,in the practical teaching of classical Chinese reading in senior high school,there are some problems such as low interest of students and utilitarianism of teachers'teaching.Scaffolding teaching is a new teaching method developed on the basis of constructivism theory,which attaches importance to the construction of students'knowledge structure and the improvement of their thinking quality.In view of this,the author applies the theory of "scaffolding teaching" to the reading of classical Chinese in senior high school.The aim of this paper is to improve the efficiency of the reading teaching in high school.This article mainly combines Bernie Dodge's classification and the characteristics of high school classical Chinese reading,from "cognitive transformation scaffolds","creative scaffolds",This paper discusses the application of scaffolding teaching in the teaching of classical Chinese reading in senior high school from thiee aspects:introduction,text and conclusion.The preface discusses the reason,significance,present situation,research method and innovation of this topic,and defines the concept of "scaffolding","scaffolding teaching" and "classical Chinese" on the basis of consulting the literature.The main body of this paper is divided into five chapters.In the first chapter,according to the theoretical basis of scaffolding teaching,the scaffolding teaching accords with the core accomplishment of Chinese discipline.Scaffolding teaching is helpful to break through the predicament of classical Chinese reading teaching in senior high school.It illustrates the feasibility of scaffolding teaching applied in classical Chinese reading teaching in senior high school.The second chapter introduces the principles of foresight,connectivity and subjectivity of cognitive transition scaffolds.Then,combining with teaching cases,this paper discusses the application strategy of"cognitive transformation frame" in the teaching of classical Chinese reading in senior high school from two aspects:setting up knowledge tree map with new and old knowledge,and comparing the generation of teaching material resources.In the third chapter,first of all,to "create" This paper introduces the principles of divergence,indirectness and logicality of "scaffolding",and then puts forward the application strategies of "creation scaffolding" in the teaching of classical Chinese reading in senior high school.Firstly,it provides the structure chart to promote students' writing output;Second,set up a mind map to guide students to multi-interpretation.The fourth chapter first discusses the characteristics of "emotional scaffolding",and then expounds the application strategy of "emotional scaffolding" in the teaching of classical Chinese reading in senior high school from two aspects:creating teaching situation,timely cooperation and mutual evaluation.The fifth chapter explores four aspects:integrating scaffolding resources,correctly dealing with teachers' frustration psychology,avoiding the arbitrariness of teaching situation and avoiding the ineffectiveness of interactive feedback.The application of scaffolding teaching theory to the teaching of classical Chinese reading in senior high school should be paid attention to.In the conclusion part,based on the summary of this paper,the shortcomings of this paper are analyzed,and the future research direction is prospected.