Research On Scaffolding Application Strategies In The Teaching Of Whole Book Reading In Junior High School

The Chinese Curriculum Standards for Compulsory Education(2011 edition)has higher requirements on students' extracurricular reading,which not only expands the scope of reading classics,but also provides more specific suggestions on reading guidance.Reading the whole book,can make junior high school students in the early stage of the formation of life and values,enlighten their minds,enhance their knowledge,enhance their language learning ability and humanistic quality.The cognition to the junior middle school students to read the whole book,reading,and the application of teachers of scaffolding theory instruction situation investigation,discovered exist students read the whole book reading teaching planning consciousness is poorer,read patience weaker,reading comprehension,teachers' monitoring ability is limited,lack of the students' improper method guidance,teaching design and so on.In view of the present situation of the whole book reading teaching in junior middle school,this paper expounds the significance of the application of the stent in the whole book reading teaching of junior middle school,which is to focus on the implementation of the goal,take the students as the center,provide strategic help,and realize the teaching with learning,and explains the premise,moderation,fading and flexibility principles that the stent should follow.On the basis of follow the principle of stents to build,build support is applied to the whole book reading teaching strategy,on the basis of bracket set before reading and guide,and to clarify the learning should pay attention to the students of the whole book reading experience,the teacher after teaching practice,in addition to based on "course standard",should also return to have the characteristics of the text itself,Pay attention to the value orientation of the whole book of literature and practical class;In the design and development of bracket types in reading,situational bracket and chart bracket are built on the basis of read-through bracket,thematic bracket and link bracket are built on the basis of deep reading bracket,planning bracket and learning bracket are built on the basis of auxiliary bracket to help teachers and students to carry out teaching.In the generation and feedback of learning outcome after reading,the process evaluation scale and performance evaluation design are used to strengthen the reading effect.Finally,the design is carried out in combination with specific cases,and the intention of stent design is described,in order to provide clear and operational teaching reference for teachers at the front line.