Study On Story Teaching Strategies In Kindergarten:based On Scaffolding Theory

Nowadays, many teachers still exist many problems and confusions in design and organization of children’s language learning activities, especially in the choice of teaching strategy. Scaffolding instruction are vigorously introduced in the early childhood education in recent years, it has proven to be an appropriate and effective way of teaching intervention. Firstly, this study starting from the connotation of scaffolding instruction and the zone of proximal development, trying to sorting out related theory.Then Focusing on the story teaching in kindergarten, this study take kindergarten A in city of Cheng Du as a case to investigate and analyze using scaffolding on story teaching in Kindergarten by using multiple methods, such as documentation, analysis, interview, observation and so on.Through education action research on case kindergarten, combining the theory of scaffolding teaching idea, researchers think that, first of all we should pay attention to improving teachers’ ability, Such as improve teachers’ ability to analyze story books, improve teachers’ using level on scaffolding; Second, should use the following strategies in the concrete teaching process: pay attention to cultivate children’s learning motivation, in order to import the autonomous learning; Improve the teachers’ Effective questioning strategy;Attaches great importance to the dialogue between the teacher-children communication; Pay attention to the cooperation learning between peers;we should using mutual teaching strategy on story teaching in kindergarten.