Implementation Strategies Of Cognition Scaffolding In The Reading Teaching Of Ancient Prose In Middle Schools

Mother tongue education in China consists of poetry education and prose education.The ancient prose education that this essay studies refers to the prose education we usually mention.Ancient prose refers to the written works in ancient times,including writings in classical style and writings in vernacular Chinese in ancient times.Ancient prose texts,consisting of classical Chinese,articles,literature,and culture,are the carrier of Chinese traditional culture.The construction of ancient prose texts shows the Chinese traditional way of thinking and the viewpoint to learn the world.Therefore,the reading teaching of ancient prose still has a great influence nowadays.During the research process,I watch many lessons by famous teachers,read lots of documents and experience teaching by myself.I find that the current situation of the reading teaching of ancient prose is not optimistic.The traditional classroom-teaching model of memorizing can’t meet the commands of current curriculum standards of writings in classical.Therefore,after reading the theory of “zone of proximal development” by Vygotsky,constructivism,and the theory of cognitive tools,I realize that I can use cognition scaffolding in the reading teaching of ancient prose and students can develop their cognition and thoughts with the help of cognition scaffolding.This essay consists of five parts: the introduction expounds the origin of this study,the literature review,the aims,methods,and main contents of this study,and summarize the implementations.The first part defines related concepts of this study and proposes three types of cognition scaffolding—cognition acceptance scaffolding,cognition migration scaffolding and cognition product scaffolding.Its logic shows the sequence of the changes of cognitive structures in students’ mind when they accept information.Besides,it proposes the theory of “zone of proximal development” by Vygotsky,constructivism,and the theory of cognitive tools to ensure the rationality of the essay.The second part starts from the current situation of the reading teaching of ancient prose in middle schools,records its advantages and disadvantages objectively and analyses from the levels of teachers and students.The third part is the key section of this study.Considering cognitive acceptance,I propose strategies of background perspective and the style transformation.Through the three-dimensional construction of background knowledge and the reconstitution of articles,these strategies help students read articles again from a new viewpoint and change new knowledge and information into cognitive schema that students are familiar with.Considering cognitive migration,I propose strategies of perspective conversion and emotional accommodation.Through the body perception and emotional experience,these strategies help students approach articles and rouse students’ feelings and cognitive boundaries.Considering cognitive product,I propose strategies of intertextuality and arousing language sense.They are not only methods of reading but also methods of collecting information.Students learn by outputting knowledge instead of inputting knowledge.These strategies start meta-cognitive monitoring,and finally develop students’ mind and construct cognitive abilities.In conclusion,these three kinds of scaffolding and six strategies can solve the problem of having no point of penetration in most reading teaching of ancient prose,which are both theoretical and operational.The fourth part,based on the theory study and these six strategies,consists of my lessons—Jianjia and On My Modest Room.I describe my design ideas and cognition scaffolding below every teaching step.The last part is peroration.It’s a bold attempt to apply cognition scaffolding in reading teaching of ancient prose.There will be shortcomings in practical teaching process.During the teaching process in the future,I will improve my theoretical attainment and teaching implementation strategies.