Research On The Application Of Scaffolding Teaching In The Teaching Of Narrative Writing In Junior Middle School ——A Case Study Of A Middle School In Somewhere

Writing can train students to use words to express and communicate,which is an important part of Chinese teaching.Writer's narrative is one of the main styles of writing investigation in middle school,which plays a very important role in writing teaching in middle school.But in practice,the teaching effect of narrative writing is not satisfactory.In this paper,the scaffolding teaching theory is applied to the teaching of writer's narrative writing in junior high school,and corresponding problem-solving strategies are proposed based on the main problems of writer's narrative writing teaching,in order to break through the difficulties of writer's narrative writing teaching and enrich the application research of scaffolding teaching theory.Taking a middle school in Kashgar as an example,this paper discusses the application of scaffolding teaching theory in the teaching of narrative writing from the following aspects:Introduction part: this paper introduces the origin of this research,domestic and foreign research status review,research content and research methods,research significance,core concept definition and research theoretical basis.Part one: the necessity and feasibility of the application of scaffolding teaching theory to the teaching of narrative writing.The former is mainly discussed from two aspects of writing idea innovation and writing teaching dilemma,while the latter is mainly discussed from two aspects of theoretical support and realistic basis.The second part: junior middle school writing narrative teaching status investigation.The questionnaire is designed from the five teaching links of scaffolding teaching,and the questionnaire survey is conducted on teachers and students of a middle school in KS city,and the statistical survey results are analyzed to analyze the problems existing in the five teaching stages of narrative writing teaching in junior middle school and the causes.It is found that there are some problems in the link of scaffolding construction,such as students' low interest in writing,insufficient accumulation of materials,teachers' inaccurate grasp of teaching materials and teaching ideas that are not cutting-edge enough.In the process of creating the situation,there is a single way of creating the situation and insufficient guidance of writing thinking.In the process of independent exploration,teachers do not understand the concept of independent exploration clearly,and students' exploration becomes a mere formality.In the link of collaboration and communication,teachers' guidance on communication methods is insufficient,and classroom time allocation is difficult.In the process of effect evaluation,there is a single writing evaluation method and a lack of evaluation guidance function.The causes of these problems are analyzed from the perspectives of teachers,students and teaching materials.The third part: the application strategy of scaffolding teaching in junior middle school writer's narrative writing teaching.In view of the problems existing in the teaching of narrative writing in junior middle school,this paper puts forward the corresponding teaching strategies.When setting up brackets,teachers can use classroom observation and homework feedback to grasp students' writing level and provide targeted teaching.And read the curriculum standard textbook,according to the curriculum standard and the textbook on the writer's narrative writing requirements and arrangements for teaching design,accurate learning scaffolding.In the creation of situations,teachers can create life situations that can arouse students' emotional resonance,arouse students' interest in learning and observation,cultivate students' habit of observing life,and promote students to connect their emotional experience in life with writing tasks.In the created writing situation,teachers and students are guided to find the problem of character portrayal by dialogue,so as to form the correct thinking of character portrayal.In the process of independent exploration,teachers should form a correct understanding of independent exploration,and use examples,charts and suggestions to improve students' ability to internalize writing knowledge.The composite application learning bracket provides students with comprehensive writing knowledge support,so as to lay a solid foundation for students to explore independently.In the collaborative learning link,teachers can provide students with a scientific and orderly communication platform by way of group communication and cooperation,and provide students with communication and cooperation methods,so that students more clear learning tasks and writing evaluation standards,so as to effectively use the classroom time.In the effect evaluation,teachers can clarify the writing evaluation standard,display the writing evaluation scale,and guide students to conduct self-evaluation and peer evaluation.Besides,the content of writing evaluation is enriched from different writing evaluation angles,and the guidance of teachers' comments to students' writing is strengthened to promote students' post-reflection.The fourth part: according to the application of scaffolding teaching in the teaching of writer's narrative writing,it puts forward the teaching reflection to avoid teachers' model application of scaffolding teaching and students' excessive reliance on learning scaffolding.The conclusion part summarizes the whole paper,points out the shortcomings of this paper and puts forward the future research direction.