Research On The Teaching Of Chinese Reading Strategies In Primary Schools From The Perspective Of Scaffolding Teaching

Reading is an important source for people to acquire knowledge,expand experience,cultivate spirit,and improve literacy.Grasping reading strategies is a necessary way to master reading skills and improve reading literacy.Since the "Reading Strategy Unit" was arranged in the primary school Chinese unified textbook in 2018,the research on reading strategy teaching has been increasing,and the problem of reading strategy teaching has gradually become prominent.Scaffold teaching is a process of support and assistance for teachers to help learners overcome the barriers between the current level and goals,which is of great value for solving problems in the teaching of reading strategies,such as stimulating students’ interest in reading,optimizing students’ learning tasks,maintaining students’ learning direction,regulating students’ negative emotions,and presenting reading thinking processes.Reading strategy is a program and plan in which learners choose a series of effective methods,programs,etc.to regulate behavior and mind in order to achieve the purpose of reading and actively construct the meaning of the text.Based on summarizing the basic types of reading strategies and teaching scaffolds,this study focuses on the four reading strategies of prediction,questioning,improving reading speed and purposeful reading in primary school Chinese textbooks,and sorts out and explains the teaching scaffolds that can be selected for reading strategies.In order to explore the problems existing in the application of teaching support for Chinese reading strategies in primary schools,this study uses classroom observation and interview methods to analyze the current situation,and finds that there are some problems in the application of teaching support for reading strategies,such as unclear target support and unclear learning direction for students.The situation support is not appropriate and students’ interest in learning is not high;Process support is not in place,and strategy learning efficiency is low;Evaluation support is not ideal,learning feedback is not in place and other problems.Through analysis,it is found that the main reasons leading to the above problems are:insufficient teaching preparation,random establishment of target support;Teaching is eager for quick success and instant benefit,and the consciousness of using situational support is weak;Scaffolding teaching concept is lack,lack of understanding of process support;The concept of teaching evaluation is backward and the adjustment function of evaluation support is ignored.Based on this situation,this study believes that the effective implementation of the research on primary school Chinese reading strategy teaching from the perspective of scaffolding teaching needs to clarify the teaching positioning of reading strategy units,follow the teaching principles of appropriateness,flexibility and independence,build the "scaffolding" of reading strategy teaching before class,and optimize the scaffolding teaching activities of reading strategy during class.After class,the teaching path of reading strategy teaching evaluation and reflection is carried out.Taking "Bamboo Man" as an example,the teaching activities centering on purposeful reading strategy are carried out.Through the theoretical exploration and practical research on the application of scaffold teaching to Chinese reading strategies in primary schools,this study believes that scaffold teaching is of great value in optimizing the process and effect of reading strategy teaching.Studying the teaching of reading strategies from the perspective of scaffold teaching can not only enrich the theoretical understanding of reading strategies and scaffold teaching,but also help to improve the teaching design and scaffold application ability of reading strategies.Paying attention to scaffold teaching in primary school Chinese reading strategy teaching,fully tapping the scaffold resources of reading strategy teaching and flexibly penetrating in teaching,requires teachers to update teaching concepts,strengthen the learning of relevant theories,and improve professional literacy.