Research On The Application Of Scaffolding Teaching In High School Chinese Micro-writing Teaching

With the advancement of science and technology and the development of the Internet,more and more people express their views and opinions on the Internet,and various micro-views,micro-comments,and micro-views have emerged.In the context of the information age,the literary theme of micro-writing has quickly been loved by people.It was not until 2014 that the topic of micro-writing appeared in the Chinese paper of the Beijing College Entrance Examination that it really attracted the attention of the education community.The traditional big composition writing methods can no longer meet the needs of micro-writing.The emergence of micro-writing questions poses a new test for students’ learning and teachers’ teaching.Scaffolding teaching is a learning theory proposed by constructivism to help learners actively construct their understanding of knowledge.,has been used in many subjects such as Chinese,mathematics,English,etc.This theory also has guiding significance for micro-writing.This research applies scaffolding teaching to high-school Chinese micro-writing,trying to solve the high consumption and low efficiency encountered in micro-writing.,hollow shell problem.This study discusses the application of scaffolding teaching to high school Chinese micro-writing from the following four chapters.First of all,the introduction part mainly introduces the origin of this research,analyzes the current situation of micro-writing teaching,sorts out the relevant literature,and introduces the purpose and significance of this research,as well as the research method.The first chapter first introduces the related concepts of micro-writing and scaffolding teaching,and divides the types of micro-writing and scaffolding teaching.Secondly,on the basis of tracing the origin of micro-writing,it affirms the research value and contemporary utility of micro-writing.And it discusses the scaffolding teaching under constructivism in detail,and points out the theoretical value and practical significance of scaffolding teaching applied to high school Chinese micro-writing.The second chapter investigates high school Chinese micro-writing by means of questionnaires and interviews,and explains the design and implementation methods of the questionnaire.There are two factors of students and teachers in micro-writing,that is,students do not master the learning method of micro-writing,and lack the ability of independent exploration and collaboration.Teachers do not have a correct understanding of micro-writing,lack of corresponding theoretical knowledge and teaching methods,and the guidance of writing methods is not in place.This research is carried out in the above facts,which is also an important support for this paper.The third chapter is the research on the teaching strategies of scaffolding teaching applied to high school Chinese micro-writing.By formulating target brackets,building question reviewing brackets,conception brackets,and expressing brackets,a practical and effective overall guidance for students’ writing process is formed,students are provided with micro-writing learning methods,and teachers are provided with micro-writing teaching methods and strategies for reference in teaching practice.The fourth chapter is the practice cases and reflections of scaffolding teaching in high school Chinese micro-writing.The micro-writing scaffold is withdrawn from teaching practice,and the micro-writing teaching scaffold is summarized.It focuses on the setting of teaching scaffolds in scaffolding assistance combined with text teaching materials,paying attention to the zone of proximal development,grasping the timing of scaffolding withdrawal,co-education at home and school,advocating the combination of micro-writing and life,and providing a reference for front-line teachers to carry out micro-writing teaching.experience and practical operational examples.At the same time,this study has reflected on the aspects of micro-writing topic selection and practice,the development direction of micro-writing propositions,and the test of scaffolding effect.The conclusion part summarizes the application of scaffolding teaching in high school Chinese micro-writing,points out that the scaffolding teaching mode has important guiding significance for high school Chinese micro-writing teaching,and points out the shortcomings of this research,which can provide suggestions for future research on micro-writing teaching refer to.