Thesis’research On The Application Of Scaffolding Teaching In Argumentation Writing Teaching In Senior High School

The "Chinese Curriculum Standards for Ordinary High Schools(2017 Edition,2020 Revision)" emphasizes that Chinese curriculum teaching pays attention to individual differences and different learning needs of students,advocates independent,cooperative,and exploratory learning methods,fully stimulates students’ desire for knowledge,and cultivates students’ autonomous learning ability.At the same time,it is also required to develop students’ critical thinking ability and improve the quality of thinking.Using scaffolding teaching in high school Chinese argumentative writing teaching can enrich the learning methods of high school writing teaching and cultivate students’ critical thinking ability,which coincides with the new curriculum standards.The author’s research shows that scaffolding teaching is rarely used in high school Chinese classrooms,let alone in the writing of argumentative essays.This paper takes the experimental school of Linchuan No.1 Middle School in Jiangxi Province as the main observation object,analyzes the problems existing in the teaching of Chinese argumentative essay writing in high schools,and provides some references for frontline teachers by demonstrating the scaffolding teaching of argumentative essay writing in three high schools.The thesis is divided into five chapters.The first chapter defines the related concepts of scaffolding and scaffolding teaching.The second chapter takes the experimental school of Linchuan No.1 Middle School in Jiangxi Province as the main observation object,and Chongqing Kaizhou Middle School and Chongqing Banan Middle School as auxiliary observation objects.Based on the survey results,this paper analyzes the problems existing in the teaching of high school argumentative essay writing at this stage and expounds the feasibility of applying scaffolding teaching to high school argumentative essay writing.The third chapter selects a scaffold suitable for high school argumentative writing teaching according to the characteristics of argumentative essay writing teaching.At the same time,referring to the five links of scaffolding teaching,it proposes three links suitable for high school Chinese argumentative writing teaching: link one: “Before writing,build Scaffolding”,part two “In writing,collaborative learning”,part three “After writing,multiple evaluations”.The fourth chapter shows the construction of the scaffold through specific cases.Case 1 is that the author builds a knowledge framework for students with the help of the article "Encouraging Learning" based on the first contact of high school students with argumentative writing,and the relevant knowledge has not yet formed a system.Case 2 On the basis of Case 1,the author implements the co-writing of argumentative papers between students and teachers.Case three is that teachers guide students to evaluate texts by displaying evaluation measuring tools and teach students to evaluate argumentative papers in multiple dimensions.The fifth chapter is the reflection of the author based on the combination of relevant theoretical knowledge and practice of scaffolding teaching.This paper proposes six principles and three points for attention in the application of scaffolding teaching in high school argumentative writing,namely,the principle of transfer of responsibility,the principle of dynamic construction,the principle of problem-driven,the principle of effective blank space,the principle of dynamic fading,and the principle of monitoring by others;pay attention to Students’ zone of proximal development,pay attention to the time of stent evacuation,and pay attention to the suitability of stent construction.