Research On The Integrated Edition Of Junior Middle School Chinese Comprehensive Learning Teaching Based On Scaffolding Instruction

Chinese comprehensive learning is an important part of Chinese curriculum and plays an important role in cultivating students' core literacy.However,these problems have long existed in the practical teaching of Chinese comprehensive learning,such as the lack of organization of activities,the lack of pertinence of teachers' guidance,the lack of autonomy and cooperation of students and so on.Scaffolding Teaching Theory provides a possibility to solve these problems.Based on the Scaffolding Teaching Theory and the Compilation Characteristics and teaching status of junior middle school Chinese comprehensive learning in the unified edition,this study explores the teaching strategies of Scaffolding Teaching Theory in junior middle school Chinese comprehensive learning teaching in the unified edition,hoping to provide a new idea for the teaching of junior middle school Chinese comprehensive learning.The paper mainly consists of four parts:The introduction mainly summarizes the research results of Scaffolding Teaching and Chinese comprehensive learning from two aspects: basic theoretical research and teaching practice research.It can be found that the application scope of Scaffolding Teaching Theory in Chinese discipline is wide,but there is almost no research on the combination of Scaffolding Teaching Theory and Chinese comprehensive learning and teaching.This research can make up for the gap in this field to a certain extent.The second part is the investigation on the Compilation Characteristics and teaching status of comprehensive Chinese learning in junior middle school.The compilation characteristics are analyzed from two aspects: compilation concept and arrangement characteristics.Its compiling ideas include establishing morality,cultivating people and integrating into the socialist core values;Close to students' life,with the characteristics of the times;Combination of editing and research,etc.In terms of layout features,the plates are independent and the theme is simplified;Rich and colorful activities;Pay attention to evaluation and feedback.The current situation of teaching is investigated by questionnaire.The survey objects are middle school teachers and students.According to the data,this paper analyzes the current situation of teachers' teaching and students' learning in Chinese comprehensive learning.The third part expounds the feasibility of applying Scaffolding Teaching Theory to comprehensive learning teaching from four aspects: the concept of Chinese curriculum standard,junior middle school learning situation,the Compilation Characteristics of comprehensive learning and the objective needs of comprehensive learning teaching,and analyzes the significance of this research,which can improve the professional quality of Chinese teachers and students' Chinese core quality,which is a response to the call of the new curriculum reform.The fourth part first expounds the four principles of the application of Scaffolding Teaching Theory in the teaching of Chinese comprehensive learning in junior middle school,that is,the principle of relying on the construction of the nearest development area,the principle of reasonably controlling the number of scaffolding,the principle of targeted scaffolding and the principle of timely removal of scaffolding.Then it puts forward teaching strategies from the five links of Scaffolding Teaching,that is,determining teaching objectives,creating situations,building scaffolding,collaborative learning and evaluation feedback.Teaching objectives should be constructed from top to bottom according to curriculum standards and students' learning conditions;Create Chinese life experience situation,traditional cultural thinking situation and social life practice situation;The scaffolds can be roughly divided into intuitive understanding scaffolds and method guiding scaffolds;Evaluation should have diversified evaluation subjects,diversified evaluation methods and personalized evaluation criteria.