| American psychologists Jerome Seymour Bruner(1915-2016),Wood(1869-1962)and others first proposed the term "scaffolding",and thereafter scaffolding teaching was widely concerned by scholars in the field of foreign linguistics.Nowadays,more and more scholars apply scaffolding to teaching Chinese as a foreign language.The teaching goal of Chinese teaching is not only to teach language points,but also to pay more attention to teaching learning methods,train students to use Chinese to think,and finally achieve the goal of communicating and expressing ideas in Chinese.Scaffold teaching is helpful to adjust the teaching concept,rationally locate the classroom roles of teachers and students,and emphasize that students can explore new knowledge independently with the proper help of teachers,and finally acquire the ability of independent learning.It has certain applicability to the advanced stage of Chinese teaching.However,at present,the research on the application of scaffold teaching in advanced Chinese as a foreign language courses is relatively weak,and the combination of scaffold theory and teaching practice is not close enough,so there is still some space for exploration in this field.This paper takes advanced Chinese students as the teaching objects to carry out teaching practice.The research focus is how to effectively apply scaffold types and links to online Chinese classes,and how to ensure that the teaching design tightly revolves around scaffold teaching concept.On the basis of in-depth analysis of the theoretical basis,characteristics,implementation steps and applicability of scaffolding,the author designs a specific teaching process and applies it to the real Chinese classroom.Different teaching methods were used in the two stages before and after the teaching practice.Afterwards,through interviews,questionnaires,classroom observation records and other methods,the effect of scaffolding teaching method for online advanced comprehensive Chinese lessons was verified.The innovation point of this paper is to sum up the way of lesson preparation of scaffold teaching applied to the classroom of Chinese as a foreign language,closely combine the scaffold concept with the teaching process,and put forward the existing problems and application suggestions.This paper is divided into six parts.The first part describes the background and research significance of this paper,the research status of similar subjects at home and abroad were sorted out and analyzed,and explained the research objectives and research methods of this paper;The second part mainly traces the theoretical origin of the support teaching and combs the steps and types of the support.The third part expounds the four characteristics of scaffolding teaching,on the basis of which the application of scaffolding in Chinese advanced comprehensive course is discussed.The fourth part analyzes the elements of teaching design from three aspects: teaching environment,teaching materials and teaching objects.The fifth part elaborated the design idea,summed up the scaffold teaching lesson preparation table,show the specific classroom teaching examples;The sixth part compares the classroom effect of the traditional teaching method and the scaffolding teaching method,and makes an investigation and analysis of the effect and subjective feelings of the learners on the scaffolding teaching,reflects on the shortcomings,and puts forward the teaching suggestions of the scaffolding teaching in the Chinese comprehensive course.Through the research,it is found that the teaching design based on the framework teaching method should take the sharing of learning responsibilities as the core,which is helpful to change students’ learning attitude,improve the teaching effect of online Chinese comprehensive course,cultivate students’ oral communication ability and independent learning,and can achieve better teaching effect compared with the traditional teaching method. |
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