Study On The Application Learning Support In Reading Teaching Of The Chinese Self-Reading Course In Junior High School

It has been four years since the unified version of junior high school Chinese textbooks was put into use in 2016.The self-reading lesson in the "trinity" reading system in the textbooks has become a highlight of the curriculum reform,and also the focus of many first-line junior high school Chinese educators in reading teaching practice.Therefore,it is of great significance to study self-reading text teaching in junior middle school.Self-reading teaching aims to improve students’ autonomous reading ability,highlight students’ dominant position and pay attention to teachers’ guidance.By building learning scaffolding,students can use their own reading experience,transfer and expand the learned reading knowledge and reading strategies to complete independent reading.This teaching method has been favored by many front-line teachers.However,in the actual reading teaching of Chinese self-reading class in junior middle school,teachers still encounter various problems when applying learning scaffolding,which is subject to a variety of objective or subjective factors.Starting from the problems in the application of learning scaffolding in the reading teaching of Chinese self-reading class in junior high school,through investigation and research to understand the current situation and find the influencing factors,and finally put forward the improvement strategy of the application of learning scaffolding in the reading teaching of junior high school Chinese self-reading class.This research is divided into three parts: introduction,four chapters,conclusion and prospect.The first part is the introduction.Explain the research reasons,research ideas and methods,core concepts and research overview and innovation.The second part is the text.The text is divided into four chapters to study the application of learning support in the self-reading text teaching of junior middle school.The first chapter focuses on the concept analysis of learning support and junior high school Chinese self-reading class.Sort out relevant research results,introduce the theoretical basis of relevant research,and provide theoretical support for the following research.The second chapter mainly conducts a questionnaire survey on the current situation of self-reading text teaching in junior high school.Through the development of questionnaires for teachers and students respectively,the author understands and analyzes the problems in the current junior high school Chinese self-reading class,and grasping the practical basis of the application of learning support in the teaching of junior high school Chinese self-reading text.The third chapter is the difficulty of this research.Through the development of classroom observation scale to the first-line teaching classroom observation and record,the classroom observation results collected,collated,statistical and analysis,found and summarized the teachers in junior middle school self-reading text teaching of learning support status and possible problems,to provide a practical basis for the following research and exploration.Chapter four is the focus of this study.According to the application of learning support in Chinese self-reading course of junior high school,this paper puts forward the improvement strategy and analyzes it combined with specific teaching cases,in order to improve the teaching quality of Chinese self-reading text of junior high school through the reasonable and effective use of learning support.The third part is the conclusion,emphasizing the significance of this research,reflecting on the shortcomings of the research,and looking forward to the application of learning support in the teaching of self-reading texts in junior middle school.