The Application Survey Of Scaffolding Paradigm In High School Argumentative Writing Teaching Research

Scaffolding paradigm is an advanced teaching mode derived from the theory of constructive.This teaching mode emphasizes the students' recent development areas and helps students to break down complex tasks.It is a powerful handrail for students' learning level improvement.In recent years,the scaffolding paradigm has been highly concerned by experts,scholars and front teachers because of its superiority,and has been widely used in Chinese writing.However,many first-line language teachers still have deviations from their theoretical understanding.This model has many problems in the application process of high school argumentative writing teaching.The research attempts to investigate the current situation of scaffolding paradigm in high school papers,find out the problems,and propose improvement strategies for the problems,in order to maximize the unique advantages of scaffolding paradigm in high school argumentative writing,and promote thesis Good development in writing teaching.Based on this,this study firstly uses the literature research method to summarize and sort out the types and basic links of scaffolding paradigm,and further clarifies the theoretical achievements of scaffolding teaching.Secondly,using the questionnaire survey method and interview method,they are selected in the countryside.In the three high schools of towns and cities,the five basic links of scaffolding paradigm are building scaffolding,creating situations,independent exploration,collaborative learning,and effect evaluation as survey dimensions.Investigate the problems existing in the teaching application of scaffolding in high school.Through investigation,it is found that the following problems exist in the application process of scaffolding paradigm in high school argumentative writing:First,students' interest is not strong,fear is difficult to breed,teacher guidance is limited,writing content is difficult to establish,and types of brackets are diverse.The long-term effect is not good;secondly,it is neglected in the creation of multiple situations and lacks the guidance of thinking and learning;thirdly,the fuzzy understanding of teachers and the formalization of student exploration;fourth,the lack of guidance of students in collaborative learning methods,the theory of teachersand The actual teaching derailed,providing a single exchange learning style;fifth,heavy form,light guidance,re-evaluation,light and heavy change.The core part of this paper is to propose various improvement strategies for the problems that arise in the application process of bracket teaching: grasp the recent development zone,point the students to “points”,measure the level of students' writing ability,generate the teaching content of the dissertation writing,and respond to the discussion.The writing process establishes the teaching "scaffold set";creates the real writing task situation,promotes the logical thinking training of the dissertation;promotes the teacher's “responsibility transfer”,enhances the student's internalization ability;guides the students' collaborative learning methods,increases the cooperation and communication subject,and enriches Form of cooperation and exchange;Teaching students how to evaluate and compose essays Cultivate students' ability to modify,pay attention to students' “second composition”,and pay attention to students' process evaluation.