Research On The Application Of Scaffolding Teaching In The Whole Book Reading Of Chinese In Primary School

The whole book reading has gradually become an important research focus in the field of primary school Chinese.The Chinese Curriculum Standards for Compulsory Education(2022Edition)puts the whole book reading at the top of the "extended learning task group".Carrying out the whole book reading is helpful to break through the bottleneck of traditional reading teaching which emphasizes knowledge over methods,helps students construct reading thinking,enrich personalized reading experience,and improve systematic reading ability.But there are still many difficulties in the implementation of the whole book reading,lack of effective grasp,lack of overall design.Scaffolding teaching advocates that teachers provide scaffolds for students to help students cross the area of proximal development and realize the construction of students’ knowledge system.In order to explore an effective method for the whole book reading teaching,scaffolding teaching is applied to the whole book reading teaching in primary school.Based on the above assumptions,this study takes Andersen’s Fairy Tales as the research material to carry out a research on the application of scaffolding teaching in the reading of the whole book of Chinese in primary schools.First of all,the basic links,main characteristics and main types of scaffolding teaching are sorted out through the literature,which lays a foundation for the application strategy of scaffolding teaching in the reading of the whole book of primary school Chinese.Secondly,through classroom observation,questionnaire survey and teacher interview,it is found that students have many problems in reading the whole book,which are specifically manifested as lack of overall reading planning,low interest in reading,shallow reading depth,insufficient reading communication,single reading evaluation,etc.Furthermore,based on the survey results of the current situation,the author puts forward many strategies of scaffolding teaching in the reading of the whole book of primary school Chinese,which are as follows: select the background support,cooperate to guide the reading plan;Create situational support to stimulate students’ reading enthusiasm;Provide tool support to help explore the depth of reading;Auxiliary companion support,promote reading sharing communication;Give the evaluation support to improve the reading effect of students.Finally,based on the application strategy,cases are designed and three rounds of action research are carried out to test the feasibility and effectiveness of scaffolding teaching in the whole book reading of primary school Chinese.This action study takes Class 3,Grade 3 of H Primary School as the research object,and takes the introduction course,promotion course and communication course of Andersen’s Fairy Tales as the teaching content.Each action process strictly follows the basic links of frame teaching and action research steps,and carries out around the plan,action,observation and reflection,and constantly adjusts and improves the action plan in the spiral cycle.It is found that scaffolding teaching is helpful to stimulate students’ interest in reading,cultivate students’ reading habits,improve students’ reading ability and master more reading methods.However,there are deficiencies in stent selection,stent erection and stent withdrawal.Based on this,the following Revelations are obtained: first,stent selection should be closely related to the text;second,stent erection should be based on the learning situation;third,stent withdrawal should be comprehensively evaluated.It is hoped to provide some reference for teachers to innovate the teaching mode of whole book reading.