支架式教学法在小学语文习作教学中的运用研究

A Study on the Application of Scaffolding Instruction in Primary School Chinese Writing Teaching

摘要: 在当前基础教育不断推进素质导向的背景下，小学语文习作教学逐渐从单纯的知识讲授转向对学生表达能力与思维能力的培养。然而，在具体教学实践中，学生在习作过程中仍普遍面临“写不出”“写不好”的困境。支架式教学以“最近发展区”理论为依据，通过在学习过程中提供适度支持并逐步撤除，帮助学生实现从依赖到独立的过渡。本文立足小学语文课堂实际，对支架式教学在习作教学中的应用情况进行梳理，分析当前存在的主要问题，并结合一线教学经验，从支架体系构建、形式优化、分层实施以及评价反馈等方面提出改进策略。研究表明，合理运用支架式教学能够在一定程度上缓解学生习作困难，提升其表达能力与学习主动性，对改进小学语文习作教学具有现实意义。

Abstract: With the ongoing reform of basic education, writing instruction in primary school Chinese is gradually shifting from knowledge-oriented teaching to competence development. However, in practice, students still commonly face difficulties in writing, struggling to express themselves effectively. Scaffolded instruction, based on the “zone of proximal development” theory, helps students transition from dependence to independence by providing appropriate support and gradually removing it during the learning process. This paper, grounded in the realities of primary school Chinese classrooms, reviews the application of scaffolded instruction in composition teaching, analyzes the main problems, and proposes improvement strategies based on frontline teaching experience, focusing on scaffold system construction, form optimization, differentiated implementation, and evaluation feedback. Research indicates that the appropriate use of scaffolded instruction can alleviate students’ writing difficulties to some extent, enhance their expression abilities and learning initiative, and has practical significance for improving primary school Chinese composition instruction.