Research On The Application Of Scaffolding Teaching Theory In Chinese Language Teaching

As the carrier of Chinese traditional culture,classical Chinese has an important position in the inheritance of Chinese civilization.Therefore,in the compulsory education stage,it should become the focus of Chinese learning.However,in the actual teaching of Chinese at the beginning of the year,the "teaching" of teachers and the "learning" of students are not satisfactory.As one of the branches of constructivism theory,scaffolding teaching theory attaches great importance to building appropriate teaching scaffolds in students' recent development areas to improve students' knowledge construction ability and autonomous learning ability,and through the adjustment and withdrawal of scaffolds,to achieve "teaching" and "teaching" Benign interaction of “learning”.Therefore,the scaffolding teaching theory is introduced into the elementary Chinese language teaching,and strive to provide new ideas and methods for the elementary Chinese language teaching to a certain extent.This article adopts literature research method,questionnaire survey method,interview method and lesson analysis method to study the application of scaffolding teaching theory in Chinese language teaching at the beginning of the period.The full text can be divided into three parts,namely introduction,body and conclusion.The introduction mainly expounds the reason and significance of the introduction of scaffolding teaching theory in Chinese language teaching at the beginning of the year,the research status of "scaffolding" teaching at home and abroad and its research methods.The main text is divided into five parts.The first part mainly explains the concepts,main features and theoretical basis involved in scaffolding teaching.At the same time,it also analyzes the application value of scaffolding teaching theory in Chinese language teaching at the beginning.The second part mainly investigates and analyzes the current situation of Chinese language teaching at the beginning.Analyze the current problems in the teaching of Chinese at the beginning of the language from both the students and teachers.Through questionnaire surveys of students,it is found that there are problems such as low learning interest,insufficient learning experience,and insignificant learning effects in the process of learning classical Chinese;The methods of interviews and lesson case analysis were adopted for teachers,and it was found that teachers had some problems in their teaching,such as random analysis of academic conditions,rigid teaching mode,and one-sided and single-sided teaching evaluation.These current situations have had a certain impact on the construction of effective classrooms.The third part is the optimization strategy of early Chinese language teaching.It mainly introduces the four types of brackets for classical Chinese teaching and the five basic links of bracket preparation,bracket teaching development,bracket adjustment and cancellation,effect evaluation and teaching optimization.The fourth part is based on the integration of the previous texts to design a first Chinese language scaffolding teaching example,trying to analyze from the specific teaching design how to use scaffolding teaching theory to make the early Chinese language teaching more effective.The fifth part explains the problems that should be paid attention to in the application of the scaffolding teaching theory to the primary Chinese language teaching from four aspects: based on the recent development area,moderately expected teaching effect,accurately positioning the teacher's role,and clarifying the primary and secondary relationship of scaffolding teaching.The conclusion is mainly based on summarizing the previous article,analyzing the deficiencies of this research,and proposing future research directions accordingly.