| In Chinese Teaching of junior high school,expository text as one of the three important literary styles in this period,which shows that its value cannot be ignored,and in real teaching,expository teaching is monotonous compared with argumentative essays and narrative essays,so there is often an embarrassing situation in which students do not want to learn and teachers do not want to teach.As a practical genre,explanatory text has its own teaching value,so this paper proposes to use bracket teaching in expository teaching to provide new ideas for the teaching of expository text.However,the scaffolding teaching is based on constructivist learning theory,also focusing on the learner’s “Zone of proximal development”,Caring for the development and interaction of students,trying to build an open and dynamic class.In order to explore why and how to use bracket teaching in the teaching of Chinese explanatory text in junior high schools,and what advantages of scaffolding teaching in expository teaching,the paper is divided into five chapters.The first chapter is an introduction,which first clarifies the reasons and research significance of the chapter topic,then reviews the existing research results,and then explains the research methods.The second chapter mainly defines the relevant concepts of scaffolding instruction,introduces the theoretical basis of bracket teaching,that is,constructivist learning theory and “Zone of proximal development” theory,and then expounds the practical needs of scaffolding instruction from the aspects of educational concept reform,language curriculum standards and expository teaching.The third chapter starts from the two aspects of students and teachers,through the distribution of student questionnaires,interviews teachers,examines the problems existing in the current junior high school stage of explanatory writing teaching,and sorts out the results of the questionnaire and the results of the interviews,points out the problems,and analyzes the reasons for the problems.Starting from the three implementation principles of scaffold teaching,the fourth chapter proposes the application strategy of scaffold teaching in the expository classroom,and implements it from five major links,such as scaffolding construction,learning context creation,student independent inquiry,collaborative learning,and multiple evaluation,respectively,to ensure the rationality and effectiveness of scaffolding construction.In the practice part of the fifth chapter,the two texts of “Chinese Stone Arch Bridge” and “The Language of Nature” in the eighth grade Chinese textbook compiled by the Ministry are selected for teaching practice,and the bracket teaching is applied to the actual teaching,and the problems of lack of interaction and dull atmosphere in the classroom teaching are solved,so as to confirm the feasibility of the application of scaffolding instruction in the teaching of expository text.Finally,the conclusion summarizes the application of scaffolding teaching,which can enliven the classroom atmosphere,mobilize students’ enthusiasm for disciplines,improve the quality of expository teaching,and promote students’ learning. |
