A Survey On The Application Of Scaffolding Teaching To Micro Writing Teaching In High School Chinese

With the development of the network information age,"micro films,micro stories" and other "micro forms" network media gradually enter the public’s vision,and people’s access to information and expression methods are changing.The information age also provides greater space for the accumulation of writing materials and expression of emotions for students,so the writing methods of students have become diversified,no longer just a large number of words.Or a short comment,or a line of slogans,the limited number of words need to be highly concise language.Therefore,in the teaching of Chinese writing,we should combine the development of The Times to enrich the teaching methods of writing.With the promulgations of the Chinese Curriculum Standards for Senior High Schools(2017 edition),writing has attracted more and more attention as an important way to improve students’ core Chinese literacy.The change of the writing form of Beijing College Entrance examination in 2014 has gradually brought micro-writing into the vision of Chinese teaching.As a kind of practical activity,micro-writing pays more attention to the emotional experience of the writing subject and emphasizes "production-oriented",which is in line with the scaffolding teaching under the guidance of constructivism theory.Learners can obtain the independent meaningful construction of knowledge with the help of teachers or more capable peers.Based on this,this paper aims to explore the actual situation of scaffolding teaching applied to the micro writing teaching of high school Chinese,find the practical problems existing in the current micro writing teaching of high school Chinese,and put forward feasible teaching strategies,hoping to provide reference for the current teaching.This paper is mainly divided into the following four parts.First,it expounds the issues related to scaffolding teaching and high school Chinese micro-writing,including the meaning of "scaffolding",scaffolding teaching mode,the theoretical basis of scaffolding teaching,the implementation process of scaffolding teaching,the advantages of micro-writing teaching and the models that can be used in teaching,as well as the compatibility and significance of scaffolding teaching applied to high school Chinese micro-writing teaching.It provides theoretical basis for the writing of this paper.Secondly,this paper obtains relevant survey data through literature research method and survey research method,analyzes the survey data from two perspectives of students and teachers,and explores the actual situation of scaffolding teaching applied in the micro writing teaching of high school Chinese.The analysis results show that students have weak writing motivation,inadequate use of materials,and lack of guidance in writing.And the evaluation method after writing is relatively simple,teachers have unclear understanding of learning situation,absence of situation creation,lack of cooperation and communication between teachers and students,and rigid evaluation standards.The current application of scaffolding teaching in micro writing teaching needs to be improved.Thirdly,suggestions are given for the use of the questions presented in the questionnaire.Before writing,students should fully understand the learning situation,so as to determine the proximal development area of students,create situations for students,and build guidance support.In the writing,pay attention to the effective cooperation between teachers and students,students to build interactive support;Finally,timely evaluation feedback,and use a variety of evaluation methods,set up evaluation support.Fourthly,the last part of this paper is the analysis of the actual case,which is divided into two parts.The first part is the preparation before class,which determines the teaching objectives and the important and difficult points of teaching from the aspects of curriculum standard,teaching materials,learning situation,etc.The second part is the classroom teaching,which includes the introduction of new lessons,the creation of situation,group cooperation,student writing,feedback and evaluation.It further explains how to implement scaffolding teaching in micro writing teaching.This paper aims to provide new ideas for improving teaching by exploring related concepts,theoretical basis of scaffolding teaching and micro-writing teaching as well as existing problems in the application of scaffolding teaching to micro-writing teaching.