Research On The Application Of Scaffolding Teaching Model In The Teaching Of Narrative Works Of Senior Chinese Students In Primary Schools

Writing teaching has always been the focus and difficulty of Chinese teaching,shouldering the important task of cultivating students’ writing ability.Although the 2022 edition of compulsory education Chinese curriculum standards emphasizes that the implementation of compulsory education Chinese curriculum should proceed from the actual situation of students’ Chinese life,create rich and diverse learning situations,design challenging learning tasks,stimulate students’ curiosity,imagination,and thirst for knowledge,and promote students’ autonomous,cooperative,and exploratory learning.However,at present,there are still problems in the teaching of Chinese writing in primary schools,such as the lack of process guidance in writing,and the lack of enthusiasm in students’ writing,which lead to unsatisfactory results in the teaching of Chinese writing in primary schools.How to effectively solve the problems existing in the teaching of Chinese exercises in primary schools,as well as the exploration of relevant teaching models in the implementation process,has been one of the hot issues in the research of Chinese teaching in primary schools.Scaffolding teaching mode,as one of the currently mature teaching modes,is based on constructivism theory and the "zone of proximal development" theory,that is,starting from students’ past life and cognitive level,avoiding the problem of reducing students’ learning enthusiasm due to teaching goals and requirements,and gradually improving students’ cognitive level and writing proficiency with the help of scaffolding.The unique feature of the scaffolding teaching model is that it allows teachers to provide appropriate scaffolding in students’ narrative exercises,allowing "invisible" thinking to emerge in students’ exercises,helping students explore methods and paths of knowledge about narrative exercises,and providing practical practice guidance,so that students can achieve positive learning outcomes in their exercises.However,there are relatively few research explorations related to the application of scaffolding teaching mode to the teaching of narrative writing exercises in senior primary school Chinese.Therefore,the scaffolding teaching model has certain exploration value and significance in terms of the physical and mental development characteristics of senior primary school students and how to carry out the corresponding teaching work of primary school Chinese narrative writing exercises in primary school Chinese textbooks.Based on the new curriculum standards for compulsory education and the characteristics of the primary school Chinese discipline,combined with the knowledge level,physical and mental development level,and relevant teaching theories of senior students,this article applies the scaffolding teaching model to the teaching of narrative writing exercises for senior Chinese students in primary schools through the literature research method,action research method,and text analysis method,in order to break through the difficulties in the teaching of narrative writing exercises and enrich the application research of the scaffolding teaching model,To provide help to improve the teaching effect of homework for front-line teachers.This article mainly consists of the following five parts.The first part is an introduction,which mainly describes the reason for choosing the topic,research significance,research methods,and research ideas of the paper.It also summarizes and comments on the research status and latest trends of scaffolding teaching mode at home and abroad.The second part defines the core concepts of scaffolding teaching mode,and introduces the two theoretical foundations of scaffolding teaching mode,namely,constructivist learning theory and the recent development zone theory.The so-called scaffolding teaching model is to provide learners with the conceptual framework needed to master,internalize,and construct knowledge,breaking down cumbersome and lengthy learning tasks into several small tasks that students can easily implement,and helping students deeply understand different levels of tasks within their immediate development zone,thereby cultivating their problem-solving ability.The third part analyzes the applicability of scaffolding teaching model in the teaching of narrative writing exercises in senior primary schools.Firstly,from the perspective of process guidance,step-by-step goal setting,and situational content close to students’ lives,it is necessary to apply scaffolding teaching mode to the layout of scaffolding in the exercises section of the unified edition of primary school Chinese textbooks.At the same time,it is proposed that the application of scaffolding teaching mode is also necessary to address the problems and reasons existing in the teaching of narrative writing exercises in senior primary schools from the perspectives of both teachers and students.The fourth part elaborates on the overall design of the application of scaffolding teaching mode in the teaching of narrative writing exercises in senior primary schools.Including the application principles of scaffolding teaching mode,namely,structural principles,comprehensive principles,timely principles,and promoting principles;The six basic links of scaffolding teaching mode are goal orientation,scaffolding,creating teaching situations,independent exploration,collaborative learning,and effect evaluation.The fifth part of this study combines action research and text analysis methods to analyze the practical situation of applying the six basic links of scaffolding teaching mode to the teaching of narrative writing exercises in senior primary schools in specific teaching practices.The sixth part is an overall discussion and reflection on the application of the parallel scaffolding teaching model in the teaching of narrative writing exercises in senior primary schools.This article seeks to explore the convergence between theory and practice,and attempts to explore the significance of scaffolding teaching mode in guiding the teaching of narrative writing exercises in senior primary schools,with a view to achieving the goal of theory guiding practice and improving exercise teaching.