The Application Research Of Scaffolding Teaching Theory In Junior Middle School Chinese Self-reading Teaching

Self-reading texts are an important part of the "trinity" reading system arranged in the unified edition of textbooks,and are an important teaching practice site for cultivating students' autonomous reading ability and improving students' ability to use language.With the popularization of the unified edition textbooks in junior high schools,thinking and research on the teaching of self-reading texts in the unified edition textbooks has become an important topic for frontline teachers and researchers.The research in this article found that most front-line teachers do not fully understand the teaching concepts,processes and methods of the self-reading texts of the unified edition of textbooks.Improving students' autonomous reading ability has gradually become the main problem that needs to be solved in self-reading teaching.The scaffolding teaching theory under constructivism can provide important theoretical support for solving the problems existing in the current self-study teaching process and methods,and provide important practical guiding significance for improving the status quo of first-line self-study teaching,and has important research.This research takes junior high school Chinese self-reading teaching as the research object,takes the scaffolding teaching theory to promote the self-reading ability cultivation of junior high school students as the starting point,and takes the new curriculum standard and the current self-reading teaching status as a realistic basis,aiming at the teaching status quo that teachers neglect the cultivation of students' autonomous reading ability.Resulting in low efficiency in the teaching of self-reading texts,combined with survey data,in-depth research on the effective teaching process and methods of applying scaffolding theory to self-reading teaching is expected to be used in scaffolding self-reading teaching Improve students' autonomous reading ability in the reading practice activities.This article is mainly composed of three parts: introduction,body,and conclusion.The introduction includes four parts: research background and significance,definition of core concepts,scaffolding teaching theory and self-study teaching at home and abroad,and research methods.The first chapter of the main text is the survey of the current situation.Questionnaire surveys and interviews with teachers and students of a middle school in S city are conducted around the current teaching situation of the self-reading texts of junior high school Chinese teachers,to master the problems in the front-line self-reading teaching and the scaffolding teaching theory in the junior high school,read the application situation in teaching,and conduct attribution analysis of survey data;the second chapter is the application guidance of scaffolding theory to self-reading teaching,the teaching process and methods of self-reading texts under scaffolding theory are discussed in detail from three aspects: basic principles,basic ideas and operating points;the third chapter is the application of scaffolding teaching theory to the relevant teaching strategies proposed in the self-reading texts,and based on the data results of chapter two and the theoretical basis of chapter three,combining the five links of scaffolding teaching to the first-line self-reading teaching class.The case analyzes the selection and application of learning scaffolds in each teaching link in detail,and analyzes and discusses in depth how teachers in self-reading teaching under scaffolding teaching theory build suitable learning scaffolds for students according to their academic conditions and teaching content Assist independent reading.This thesis aims to provide teachers with operable help and guidance under the scaffolding method,so as to improve the efficiency of teachers' self-reading teaching and students' self-reading ability.