| The contemporary literary works included in the Chinese textbooks of secondary vocational education are diversified in style,rich in connotation and full of philosophy,which occupy a decisive position in the Chinese teaching of secondary vocational education.Scaffolding teaching advocates teachers to build a learning scaffold for students and guide students to build knowledge framework on their own initiative.The support is mainly used as auxiliary help to provide support for the proximal development area of students,guide students to independent learning,and gradually teach them the task of learning and self-management through the process of setting up and removing the support,so that students have strong self-regulation ability in learning,and make the interaction and communication between teachers and students smoother.The introduction of scaffolding teaching theory into modern reading teaching in secondary vocational schools can not only uphold the concept of the new Curriculum Standards,but also play a decisive role in Chinese teaching in secondary vocational schools.This paper uses text analysis,questionnaire survey and induction to analyze the application of scaffolding teaching theory in the teaching of modern text reading in secondary vocational Chinese,and draws the following research conclusions: The introduction analyzes the research background of this project,including the research scheme,research ideas,research methods and research innovation points,and clarifies the advantages of scaffolding teaching theory applied to the teaching of modern text reading in secondary vocational Chinese.The first chapter is about the concept of scaffolding teaching,the theoretical basis of research and the current situation of research at home and abroad.Chapter 2 analyzes the results of the questionnaire survey and investigates the present situation of modern text reading teaching.Chapter 3 is the analysis of bracket types and examples.Chapter 5 applies scaffolding teaching to modern classroom teaching,which mainly includes four parts: analyzing students’ learning status and finding out students’ "zone of proximal development";Enhance students’ interest in learning modern literature through scene teaching;Construct scaffolding to promote students’ self-study;Team work,pool ideas,apply what we have learned,and make progress together.Finally,the conclusion part summarizes the research results and existing problems of this paper,and looks forward to the future research direction. |
