Research On Novel Reading Teaching In Junior High School Based On Scaffolding Theory

As one of the most popular literary genres among junior high school students,the teaching of reading novels in junior high school is of great importance in improving students’ basic literacy skills.With the reform of middle school language teaching materials,the status of novels can be said to have been "raised to a higher level".However,in frontline classrooms,many teachers still stick to the traditional lecture method and are accustomed to deconstructing the content of novels into the three elements of setting,plot and characters,which leads to students’ dislike of reading and learning.As a more mature teaching theory,scaffolding theory has attracted the attention of a large number of scholars in China.Since its core content coincides with the concept of the new curriculum,many researchers have tried to apply it to language teaching and have achieved some success.Based on this,this paper tries to introduce the scaffolding theory into the teaching of novel reading in junior high school,hoping to provide a new idea to improve the current situation of novel reading teaching in junior high school.This paper is divided into six main parts:The introductory part first introduces the origin of the study,the purpose and significance of the study,and the research method,and then traces the roots,collects and organizes the current situation of domestic and international research on scaffolding theory and junior high school novel reading instruction,so as to analyze and summarize the achievements and shortcomings of previous research.The first chapter firstly defines the concept of scaffolding theory,secondly explains the origin of scaffolding theory,clarifies its theoretical basis and finally introduces the teaching characteristics in order to lay the theoretical foundation for the subsequent writing of the dissertation.The second chapter uses questionnaires to understand the current situation of junior high school novel reading instruction,and on the basis of collating and analyzing the results of the questionnaires,we discuss the problems of junior high school novel reading instruction today,which are manifested by students’ general aversion to reading,low motivation to learn,inert mentality,unsatisfactory learning effect,dull classroom atmosphere,low attention to learning,teachers’ single teaching mode,limited students’ main position,ignoring the characteristics of the genre,uniform teaching focus,insufficient classroom evaluation,and inadequate teaching feedback.The third chapter relates scaffolding theory to junior high school novel reading instruction and discusses the feasibility of applying scaffolding theory to junior high school novel reading instruction in terms of the requirements of the new curriculum,the design features of novels in junior high school textbooks of the Ministry of Education,and the development of students’ core literacy.The core ideas of the scaffolding theory fit the requirements of the new curriculum and the characteristics of novels in junior high school textbooks,and play an active role in improving students’ core literacy.The fourth chapter firstly clarifies the scaffolding forms of middle school novel reading instruction,specifically eight scaffolding forms such as reading scaffolding,background scaffolding,diagram scaffolding,narrative scaffolding,problem scaffolding,context scaffolding,activity scaffolding,film scaffolding,etc.;secondly,it clarifies the steps of scaffolding construction in middle school novel reading instruction,namely,constructing teaching scaffolding based on the learning text;creating a specific context to create a reading atmosphere;guiding independent exploration to generate personalized experience;collaborative group communication to share the results of thinking;organizing classroom evaluation to dynamically evacuate the scaffolding;in this way,it discusses the application strategies of scaffolding theory in middle school novel reading instruction.The fifth chapter takes "Confucius" as an example to carry out the application practice of scaffolding theory in junior high school novel reading instruction and reflects on it,summarizes the advantages and disadvantages of scaffolding novel reading instruction,and puts forward relevant suggestions,so as to provide a case reference for frontline teachers’ scaffolding novel reading instruction.