A Research On The Use Of Scaffolds In Chinese Reading Teaching In Junior Middle School

How do Chinese teachers design teaching brackets in Chinese classroom teaching? What characteristic does language teacher use teaching bracket have? What problems do Chinese teachers have in the process of using teaching brackets? The answers to these questions are the core of the research on the use of teaching scaffolds.At present,the research on the concept and classification of scaffolds in Chinese reading teaching is complicated and has not reached a conclusion,and there are few systematic studies on the use of scaffolds by Chinese teachers in reading class.This research mainly takes "scaffolds" as the entry point,Through literature review,scaffolding and teaching scaffolds connotation,combined with the characteristics of The Chinese subject,finally determined the operational definition of scaffolds in Chinese reading teaching,and the Chinese reading scaffolds is determined as knowledge scaffolds,methodological scaffolds,tool scaffolds these three types of teaching scaffolds.Based on the above understanding,this paper constructs the analysis framework of teaching scaffolds in Chinese reading teaching,and studies the teaching scaffolds used in Chinese reading teaching by using case study method: First,sort out the types of teaching scaffolds and its performance in the actual classroom,which clarifies what teaching scaffolds is to a certain extent;Secondly,50 examples are selected to study how teachers design and use the teaching scaffolds in practical teaching.Third,according to the above research,the characteristics of teachers in the design and use of teaching scaffolds are summarized.This study lesson in strict accordance with the above mentioned case study method,through a lot of lesson case analysis it is concluded that the following results: First,teachers use of scaffolds is generally characterized by universality and diversity.Universality is reflected in most of the class cases,teachers more or less use teaching scaffolds.The diversity is reflected in the different ways in which teachers use scaffolds.Some teachers prefer to use combined scaffolds and some teachers prefer to use single scaffolds.Second,the teachers design support targeted,assist students to understand the text Specifically,characterized by using knowledge stent assisted students connect emotional attitude,learning methods.Use the methodological support to help students product analysis language features,interpret the character image.Use of instrumental support auxiliary carding text content,students understand the central idea.Third,the teacher use scaffolds have limitations,influence support effect Specific manifestations are: rigid use of scaffolds,loss of auxiliary efficacy,the use of scaffolds is easy to ignore the generation and effect,loss of practical value.It can be concluded that the main factors affecting the use of teaching brackets in junior middle school Chinese reading teaching are as follows: First,scaffolds is of great value to Chinese reading teaching.Second,teachers have the consciousness of actively matching teaching tasks when designing scaffolds;Third,teachers have dependent psychology,lack of teaching knowledge and ability and insufficient understanding of scaffolds.Therefore,in order to enable teachers to better grasp the use of teaching scaffolds,this study puts forward the following suggestions: First,Teachers should grasp the basic principles and strive to improve the effectiveness of using teaching scaffolds.Second,teachers should improve the design strategy of scaffolds and design scaffolds reasonably;Third,teachers should get rid of dependence,improve their own teaching quality and use scaffolds flexibly.