In Ling Jiang’s post, she mentioned her experience in learning Chinese literature and reflected on it. I found it is very interesting. Because when I was studying literature, Scaffolding was beneficial in helping students understand more profound knowledge. For example, after reading an article, the teacher will not directly translate the meaning of each word or sentence but tell the students other information to help students better empathize with the author. The information includes the author’s age, the author’s state of mind when creating, and even the author’s relationship status.
When students can empathize with the author, it is often easier to understand the emotions behind the text, even without reading every word. At the same time, letting students try to understand the author’s emotions through their experiences and values is also a way of Active Learning. This way can also make students understand more thoroughly.
In this way, students can reach the target level more efficiently by combining their existing knowledge with their own emotions and understanding.
