Integrated Intermediate Chinese Course Design Scaffolding Teaching Theories

Scaffolding teaching as a teaching model, adhere to the "student-centered" teaching philosophy, the theory is based on the theory of constructivism and Vygotsky’s "zone of proximal development" theory, teachers in instructional design and teaching process, in boot status by giving students to build support, the creation of scenarios to allow students to explore independently, consultations on the study, the final completion of the task to understand and master what they have learned.This paper describes the origin of instructional scaffolding, definition, rationale,type, and teaching steps, and then applied to the scaffolding instruction feasibility Intermediate Chinese Comprehensive Course analyzed. Finally, International Cultural Exchange School of Xinjiang University undergraduate class of 14 students for the study, in order to "Boya Chinese- pre-intermediate acceleration articles" ⅱ Lesson 6, "my ideal family" for example, in instructional design Intermediate Chinese comprehensive Course in the use of scaffolding instruction, but also for the corresponding teaching operation and evaluation. The following conclusions in specific teaching process: Scaffolding Instruction stimulate student autonomy and motivation to enhance the students ’ability to express segment, improve students’ language skills and verbal communication skills. Therefore, Intermediate Chinese Comprehensive Course teaching theory which use the bracket can be implemented.All in all, the use of scaffolding instruction can be implemented in an integrated Intermediate Chinese Course, I hope this article can provide a reference for the scaffolding after teaching and research, but also can give a little help to provide foreign language teaching.