The Design And Application Of Elementary Oral Chinese Teaching In View Of Constructivism And Scaffolding Instruction

Content The article mainly discusses the applied problems concerning elementary oralChinese teaching in view of Constructivism and Scaffolding Instruction. In order to improvethe learners`oral communication skills and enhance the effectiveness of our teaching, theauthor intend to analyze Constructivism and Scaffolding Instruction in a view of secondlanguage teaching, and based on this theory, design a elementary teaching plan, from thefeedbacks of both learners and teachers, discuss the advantages and disadvantages of thistheory and method. The article is composed of5parts except the conclusion.Part1: By practicing and learning during the semester, we point out some problemsexisted in the current elementary oral Chinese class: the boundary between oral and readinglessens is not that clear; during the process of communication practice,the learners`openingrate is low with a poor application ability, the essential characteristics of oral class:“enablethe learners know how to say and say more” don`t get a very good implementation, and theteaching effect is far more from acceptable due to the traditional teaching mode can not meetthe demand. In a large number of literature in reading and practicing, we find out thatConstructivism and Scaffolding Instruction advocate “learner-centered” idea, which is goodfor the elementary oral Chinese teaching.Part2: At the start, we make a definition about the elementary oral Chinese learners, andthen according to the content of outlines for foreign students, analyzed the goal of elementarylearners, finally explained the reason for choosing this book. All of the analysis aimed toprovide a clear background for the future lesson design and research.Part3:Through the analysis of Constructivism and Scaffolding Instruction, we cited thetypes and occasions which using scaffolding in the process of elementary oral teaching,discussed the operation details and purposes of this mode, with examples behind, thuspreliminarily proved the applicability and significance of the theory using in elementary oralChinese classes.Part4: On the basis of theory analysis, we take the materials of “what do we eat” as an example, then design a teaching plan. Our teaching purpose is to through the process ofbuilding scaffoldings, combined with the circumstances, cooperation, discussions andsignificance construction, finally made the learners acquire knowledge and know how to useit appropriately at the same time, and in the long term of leaning, formed a good learninghabits and thinking mode.Part5:In this part,we summarize the work of this teaching plan, analyzed it from theaspects of learners`feedbacks and teachers`experiences,we find out that the learners`learning passion and enthusiasm is very high, their mastery of knowledge is solid, with actualapplication ability greatly improved; the teachers`teaching purpose in every part is clear andevident, at the same time,make the atmosphere of class active, which is good for the learners`learning and participating. Finally we proposed the inspiration and problems of this theoryand method: we should set up a conception of “leaner-centered”, during the process ofteaching, the teachers should pay more attention to the design of scaffolding and improvetheir own ability to meet the needs of teaching activities as well. The drawbacks are: due tothe relatively weak level of elementary learners, they may depend to much on the teachers`instruction, how can teachers build scaffolding more effectively between different levels oflearners, and the whether the last stage of the mode-learners`evaluation is suitable forelementary learning, all of the above problems still needs exploration and improvement in thefuture teaching practicing.