Action Research On Chinese Scaffolding Reading Teaching In Middle School

Reading teaching is not only a key link to improve students' reading ability,but also an important process to promote the development of students' Chinese literacy.However,the survey of the current situation of reading teaching shows that the“teacher-taught-student listening” classroom severely dampens the autonomy and enthusiasm of students in reading learning,and students' interest in reading,their participation in learning,and their reading ability need to be improved urgently.Scaffolding teaching advocates that teachers act as the "guides" of teaching activities and set up scaffolds for students' learning difficulties,aiming to guide them to autonomously cross the most recent development zone and achieve a new construction of learning ability.From the perspective of research methods and research content,there is a large space for research on the application of scaffolding teaching in primary school Chinese reading teaching and the impact on primary school students' reading ability with action research methods.Based on this,this research carried out two rounds of action research to explore the effect of scaffolding reading teaching on improving students' interest in reading learning,classroom participation and improving reading ability.Investigating the status quo of reading teaching from the perspective of students in a variety of ways found that students lack reading interest in ancient poems,explanatory essays,and scene-writing articles;low participation in reading classes;reading comprehension,appraisal,and migration skills that need to be improved Questions,based on the discovery of the problem,formulate an action plan,and establish the basic research paradigm from the principles and basic links of scaffolding teaching.This research carried out two-round scaffolding reading teaching based on one unit of textbook.Based on the basic paradigm of scaffold preparation-scaffold construction-scaffold teaching development-scaffold removal and effect evaluation-teaching reflection.The first round of action research aims at stimulating students' interest in reading and learning and improving reading comprehension,and carries out scaffolding teaching of the questioning strategy unit;the second round of action research combines the reflection of the previous round of action research to maintain learning motivation and improve reading ability As the goal,deepen the teaching effect of the previous round of action research and make improvements.Comparing reading tests,questionnaire surveys,classroom observations and student interviews before and after the action to evaluate the teaching effect,it is found that it is appropriate to integrate scaffolding teaching into middle school Chinese teaching,which can significantly increase students' interest in reading learning and classroom participation,Effectively improve reading ability,especially reading comprehension ability.