A Study On The Improvement Of The Reading Learning Scaffolding In High School Oriented To Reflective Learning

Reflective learning is not only an objective requirement for learners in the era of knowledge economy,but also an internal requirement for learners to realize "learning to learn" and "lifelong learning".In the learning process,learners recall individual performance in different stages of learning activities,reflect on problems in thinking process,thinking method,behavior process,behavior method,learning result,learning will and so on,and independently choose effective ways to solve in order to achieve the established goals.This paper focuses on the construction and improvement of the learning scaffolding for high school Chinese language reading learning,aiming to enhance the effectiveness of high school students’ reflective learning.First of all,this paper clarifies the necessity of reflective learning in current high school Chinese language reading teaching through literature research.Then,the empirical research method is used to find that reflective learning in high school Chinese reading teaching problems such as lack of theoretical knowledge,limitation of target orientation,single form of realization and insufficient guidance feedback.On the other hand,it is feasible to use learning scaffolding to improve students’ reflective learning ability in high school Chinese reading teaching.Therefore,this paper carried out series of teaching experiments to verify the effectiveness of the above teaching strategies.The research conclusions are as follows:(1)There is a positive correlation between the use of appropriate learning scaffolding and the reflective learning ability of high school students;(2)There is also a positive correlation between the reflective learning ability and the language reading ability of high school students.This paper includes six parts:First of all,introduction and concept are defined.This part mainly reviews the research status of reflective learning and learning scaffolding in China and abroad,defines the concepts of reflective learning,reflective learning scaffolding and reflective learning scaffolding for high school Chinese reading learning,and constructs a basic model for reflective learning in high school.Then,from the theoretical level,this paper demonstrates the significance and necessity of realizing reflective learning in high school Chinese reading teaching from the two aspects of constructivism learning theory,information processing theory and "general high school Chinese Curriculum Standards".Thirdly,from the practical level,an analysis is conducted on the implementation of reflective learning and the feasibility of using learning scaffolding in high school Chinese reading instruction.By collating the students’ questionnaire and teacher interview results,it is found that there are some problems in the current high school Chinese reading teaching,such as students’ lack of reflective initiative,reflective exploration ability and action ability,reflection duration and frequency are obviously insufficient,and teachers’ lack of guidance and feedback.To some extent,these problems indicate that lack of reflective learning ability will have a negative impact on high school students’ reading ability.On the other hand,the survey results show that teachers and students have strong willingness to use learning scaffolding,and it is feasible to realize reflective learning in Chinese reading through learning scaffolding.Therefore,this paper provides feasible teaching strategies for the application of learning scaffolding in high school Chinese language reading instruction.With reference to the learning theories of Gagne and other scholars,this chapter integrates the activity requirements of reflective learning,and based on the characteristics of Chinese reading teaching,develops the scaffolding teaching strategy of high school Chinese reading learning,aiming to solve the problem of disconnection between theoretical construction and practical teaching of reflective learning.The results show that teachers should actively construct learning support before teaching;promote the maintenance and transfer of learning support at any time in teaching;after teaching,the application effect of learning support should be measured,and the learning support should be improved according to the feedback from students.Finally,in order to verify the effectiveness of the application of learning scaffolding,this paper carries out a series of teaching practices.The case study of "Lotus Lake" proves that reflective learning strategies can effectively improve the Chinese reading level of high school students.At the end of this chapter,the whole teaching practice is reflected,and the existing problems and improvement directions of learning support are considered.The research results of this paper are mainly reflected in the following aspects: from the perspective of reflective learning,this paper puts forward the formulation scheme and use strategy of high school Chinese reading learning scaffolding,and designs specific scaffolding such as reflective list,which enhances the feasibility of reflective learning in high school Chinese reading teaching.The research proves that providing appropriate learning supports can facilitate high school students to achieve reflective learning and help them improve their Chinese reading ability.