The Application Of Scaffolding Teaching Mode In High School Chinese Language Teaching

Classical Chinese is a key examination item in the college entrance examination,but it is also the most difficult part for students to learn.Starting from the existing problems in classical Chinese teaching,this study puts forward the viewpoint of applying Scaffolding Teaching Mode in classical Chinese teaching through analyzing the current situation of teaching.The scaffolding teaching model is based on Viggo J Ki’s recent development area and combines constructivism to build a learning model which guides students to learn and develop students’ autonomy.The scaffolding teaching mode is a kind of student centered teaching mode,and the current curriculum requires students to become the subject of learning and attach importance to quality training.Both of them attach importance to the students’ learning subjectivity.In recent years,the scores of classical Chinese in the college entrance examination have increased,but students’ interest in classical Chinese learning is not high enough,which has become an urgent problem in classical Chinese teaching.It is the main purpose of this study to use scaffolding teaching model to build appropriate scaffolding for students,and to help students gradually reach the second level in the recent development zone from the first level of the existing development zone to the help of the scaffolding,thus reducing the students’ fear of classical Chinese learning and improving the students’ ability and interest in the study of classical Chinese.How to use a good Scaffolding Teaching Model in classical Chinese teaching to guide students to understand the beauty of the story and the beauty of language,and to improve the ability to solve the problem and the ability to feel empathy,is also a problem to be paid attention to.Under the guidance of the theory of scaffolding teaching mode,the author,according to the characteristics of classical Chinese teaching in high school,has formulated six links which are suitable for the teaching of classical Chinese as well as the special scaffolding for classical Chinese teaching and the scaffolding style teaching of classical Chinese.In the teaching,there are five kinds of conventional teaching scaffolding,which are exemplary support,problem bracket,suggestion bracket,guide bracket and chart bracket.The author put forward three special scaffolds for the teaching of classical Chinese in high school,that is,graphic support,conversion bracket and deductive scaffold.On the basis of the scaffolding teaching five ring festivals put forward by scholars both at home and abroad,six scaffolding teaching links are put forward,which are "determining the nearest Development Zone,setting up situations,building scaffolding,independent exploration,cooperative learning and effect evaluation".The author takes class 26 class of Dongjiang middle school as an experimental class,from September 2017 to December 2017,using Scaffolding Teaching Model in classical Chinese teaching,and carries out data collection and Analysis on the experiment process.The experimental results prove that the scaffolding teaching mode is effective in the specific practice of classical Chinese teaching.Through theoretical exploration and teaching practice,this paper draws a preliminary conclusion that the scaffolding mode conforms to the psychological characteristics of the students and can stimulate their interest in exploring and solving problems independently in classical Chinese learning.The application of scaffolding instruction in classical Chinese teaching is of great help to students’ expression,discussion,communication and autonomous learning.