The Application Of Scaffolding Teaching In The Primary Comprehensive Course Of Chinese As A Foreign Language

The cause of Chinese as a foreign language is booming,but Chinese classroom teaching methods that do not match it are very single.Teachers complain that students are difficult to participate in the classroom,while students think that Chinese is difficult and the teaching methods taught by teachers are too boring and difficult to digest.How to carry out effective classroom teaching and return the classroom to the students instead of placing the teacher at the center of the classroom is an urgent problem to be solved in the teaching of Chinese as a foreign language in my country.This article uses scaffolding teaching method to conduct teaching experiments in a comprehensive course of Chinese under the guidance of constructivist theory.Different from the central position of teachers in traditional Chinese classrooms,the scaffolding teaching method puts students in a dominant position,and teachers appear as instructors and helpers of students’ learning.In this paper,the application of scaffolding teaching to foreign Chinese comprehensive courses is designed,and the classroom situation is recorded and analyzed.From the learning situation of students in the classroom and feedback from students,it can be found that students can actively construct knowledge based on the scaffold provided by teachers,and scaffolding assistance provided by teachers and peers can all positively assist learners in Chinese learning.The scaffolding teaching method can be applied to foreign Chinese comprehensive courses.Meanwhile,this method can enhance students’ learning interest and acceptance,in which the learning effect is more obvious.The research in this paper finds that the scaffolding teaching method applied to teaching Chinese as a second language can help learners build their own knowledge.In the teaching process,the use of "scaffolding" can enhance students’ learning enthusiasm and improve learning efficiency.The use of "scaffolding" in interactive communication,whether between teachers and students or between students and students,can lead to the micro-development of language so that learners can go further in the recent development zone.