Research On Scaffolding Instruction Of Classical Chinese In Senior High School

The traditional Chinese culture has a long history,is broad and profound,and nourishes generations of Chinese sons and daughters.As an important part of Chinese traditional culture,classical Chinese,whether it is classical Chinese,the traditional way of thinking,the recorded cultural content or the ideological and emotional aspirations of the ancient people with lofty ideals,all reflect the traditional Chinese culture at multiple levels.The study of classical Chinese not only helps students to understand,inherit and reflect on my country’s excellent traditional culture,improve their core Chinese literacy,and enhance their cultural self-confidence,but also helps students establish a correct world outlook,outlook on life and values.Scaffolding teaching,as a focus on the proximal development zone of students,has a certain operability with the characteristics of stimulating students’ potential as the fundamental purpose,stimulating students’ interest in learning as the key,and ensuring students’ personal participation.However,there are still problems in the current high school Chinese reading teaching,such as lack of interest of students,difficult to guarantee the main body status,low learning efficiency and rigid teaching of teachers.This research analyzes and discusses the application of scaffolding teaching mode in Chinese reading teaching in high school,tries to broaden the way to improve the quality of Chinese reading teaching in high school,and inject fresh blood into the research of scaffolding teaching applied to classical Chinese reading teaching.The thesis consists of three parts: introduction,main body and conclusion.The introduction mainly discusses three aspects: the origin of the research,the significance of the research and the research method.The main body of the thesis is divided into four parts.The first part is an introduction to the core concepts and an overview of related content.Firstly,it introduces the three core concepts of scaffolding,scaffolding teaching,and classical Chinese scaffolding teaching;secondly,it introduces its theoretical support,namely the zone of proximal development theory,constructivist learning theory,and cognitive development theory;It is divided into two categories: learning support that meets the characteristics of classical Chinese and teaching that meets learning conditions.The second part introduces the value and principles of scaffolding teaching applied to Chinese reading teaching in high school.The value introduction mainly starts from three aspects: practicing the teaching concept of the new curriculum standard,helping to break through the predicament of high school Chinese reading teaching,and adapting to the mental characteristics of high school students.principles,etc.The third part is the current situation of the application of Chinese scaffolding teaching in high school.Based on the analysis of the current situation,the application of scaffolding teaching in high school Chinese was investigated and analyzed by means of questionnaires and interviews,so as to understand that the scaffolding teaching has undergone "variation" in the application,and it has not played its due effect（value）.From the perspective of students,there are mainly problems such as lack of interest in learning,passive learning is the norm;students’ subject status is rarely guaranteed,teacher guidance is not targeted;friendly teacher-student relationship is lacking,and students’ participation is low.Similarly,teachers also have many problems when applying scaffolding teaching,mainly the three core problems of blindly building scaffolding,rigid application scaffolding and subjective evacuation scaffolding.To a certain extent,this leads to the result that the scaffolding teaching effect is not obvious and the classical Chinese reading teaching effect is not ideal.The fourth part mainly discusses the optimization strategy of scaffolding teaching in high school Chinese teaching.On the premise of grasping the scaffolding teaching,the characteristics of high school Chinese and the characteristics of students,and on the basis of the current situation of the third part,with the purpose of what teachers should do to improve teaching efficiency and give full play to the value of scaffolding teaching,from the reasonable construction of scaffolding,The optimization strategy is proposed based on the three major links of flexible application of stents and scientific evacuation of stents.First of all,we should start by clarifying the zone of proximal development,formulating teaching objectives that give equal emphasis to "classical Chinese",and formulating a systematic construction plan.Secondly,flexibly apply the scaffolding,stimulate students’ interest in learning,improve classroom participation,and enhance the ability of independent cooperative learning by creating an "open" classroom atmosphere,creating suitable situations,emphasizing teaching generation,encouraging independent exploration,and skillfully using cooperative learning.Finally,pay attention to the effect evaluation and scientifically withdraw the stent.The timing of stent withdrawal was determined on the basis of evaluation to ensure the scientificity of stent withdrawal.The conclusion part summarizes the content of this paper and analyzes the limitations of the study and further research directions.