Investigation And Research On The Current Situation Of Chinese Writing Teaching In Senior High School From The Perspective Of Scaffolding Teaching

Scaffolding Teaching is a relatively mature teaching mode at present,which is based on the theories of constructivism and zone of proximal development.The teaching mode takes students as the main body,teachers as the organizers,and provides support for students' learning by constructing a "scaffold".Writing and reading are very important in high school Chinese teaching.However,for a long time,there has been the problem of "Rereading without writing" in high school Chinese classroom.Driven by the examination mechanism,teachers' writing teaching is highly utilitarian,and students' writing activities only stay in form.In order to get rid of this dilemma,many scholars and front-line teachers actively explore teaching theories to guide writing teaching and achieve remarkable results,However,most of their research focuses on the writing content of "what to write",but they rarely involve in the specific writing practice guidance.Therefore,this study will investigate the current situation of Chinese writing teaching in senior high school from the perspective of Scaffolding Teaching,explore the problems of Scaffolding Teaching in writing teaching from the background of empirical investigation data,conduct in-depth analysis,find the causes of the problems and give corresponding suggestions.This study focuses on the following five parts:The introduction introduces the background of this study,the research status of Scaffolding Teaching and high school Chinese writing teaching,the research significance of Scaffolding Teaching in writing and the research methods used in this study.The first part is an overview of Scaffolding Teaching Model and high school Chinese writing teaching,including the concept,theoretical basis and implementation steps of Scaffolding Teaching Model,as well as the necessity of Using Scaffolding Teaching in high school Chinese writing teaching.The second part investigates and analyzes the current situation of Chinese writing teaching in senior high school from the perspective of Scaffolding Teaching.This part includes the situation analysis of the survey object and the data analysis of the current situation of Chinese writing teaching in senior high school,which is analyzed from two aspects: teachers and students.This part provides the main data support for the following.The third part analyzes the problems existing in the current situation of Chinese writing teaching in senior high school from the perspective of Scaffolding Teaching.Through the analysis of the survey data in the previous part,the general analysis of the problems in this part is mainly summarized from the two aspects of teachers and students,and analyzed concretely from the five implementation steps of Scaffolding Teaching,This paper discusses the problems and causes of teachers' writing teaching and students' writing learning in the five stages of Scaffolding Teaching.In view of the above problems and causes,the fourth part puts forward effective suggestions for Chinese writing teaching in senior high school from the two aspects of teachers and students: teachers should objectively grasp the learning situation,teach students according to their aptitude,create a real situation,build a variety of scaffolds,properly guide,cooperate and interact,withdraw the scaffolds,externalize their abilities,make multiple evaluations and optimize teaching;As for students,they should accumulate writing materials,accelerate scaffold construction,improve writing skills,strengthen independent exploration,optimize writing habits and improve their evaluation level.The above suggestions aim to solve the existing problems of writing teaching and make use of Scaffolding Teaching to make both teachers and students get better development in writing teaching.