Scaffolding Teaching Design Of Task Based Teaching Method In Mandarin Class

With the continuous development of the teaching practice of Chinese language, task-based language teaching method, different from the traditional cramming teaching method, with the characteristics of the task design and implementation, has been used widely and practice since the beginning of2008, In recent years, more and more research and practice on Task-based language teaching method. However the criticism on task-based teaching never ceased, such as, the task is too difficult, it is hard for students to complete the task alone, it is difficult for students to learn "practical" knowledge, and also teachers’burden etc. The purpose of this thesis is aiming at the existing problems in the task-based classroom, to provide a solution by combining Scaffolding Teaching Method concept with Task-based Teaching Method-Scaffolding Task Based Teaching Method.In this thesis, the Scaffolding Teaching Method is a way to modify the existing problems of the Task-based Teaching Method, the combination of these two teaching methods will keep the advantages of Task-based Teaching Method and make up for the defects, and this helps to explore a new teaching mode, Scaffolding Task Based Teaching Method.This thesis focuses on the Chinese oral class, mainly focused on three aspects:(1) the rationality of the scaffolding teaching idea of modified task-based teaching method.(2) The framework and implementation steps of scaffolding task-based classroom. In this thesis, we combine the common teaching steps of the Scaffolding Teaching Method: Scaffolding, Scaffolding Fading, Scaffolding Removal, and the theory of Willis:Pre-task, Cycle of Task, Language Focus, we formed a framework of Scaffolding Teaching Design of Task Based Teaching Method in Mandarin Class:First task-the establishment of scaffolding, Second task-scaffolding fading, Third task-Scaffolding removal.(3) The scaffolding task-based teaching method Design in Primary Chinese speaking class "how well can you swim".The first two chapters of this thesis summarized respectively from the origin, definition, theory and research status of Task-based Teaching Method and Scaffolding Teaching Method. We analyzed the reasons why Scaffolding is suitable for modifying the weakness of Task-based Teaching Method. Then based on the basic steps of scaffolding task-based teaching design in foreign language classroom, we did the teaching analyze, learner analyze, teaching content analyze, and according to the result of all this analysis, we did the class design. In the fourth chapter, we use Spoken Chinese Introductory Chapter with lesson "how well can you swim" as example, to show a detailed description of the design and the implementation in Chinese speaking class. The fifth chapter mainly describes the reflection of the class design implementation, according to results of student interviews and teachers’ self assessment. The sixth chapter is the conclusion of this thesis. This article mainly adopts the questionnaire survey method to complete the preliminary analysis, and through student interviews and teacher self-assessment to evaluate the effectiveness of class and class design.The conclusion of this thesis is:Scaffolding task based teaching method is efficient in primary Chinese oral class, especially for the students who like active class atmosphere. It helps stimulate students’interest to the language Chinese and builds scaffolding to solve the difficulty problems and help the students to learn new knowledge step by step. All in all, this Scaffolding Teaching Design of Task Based Teaching Method in Mandarin Class improves students’ learning efficiency, also upgrades the operability of task-based teaching method.