Teaching Design Of Picture-reading Writing For Chinese As A Foreign Language Based On Scaffolding Teaching Method

With the promotion of One Belt And One Road initiative and the in-depth development of globalization,China's comprehensive national strength has been comprehensively enhanced,a worldwide upsurge of learning Chinese has been set off,which brings good development opportunities and more challenges to China's international promotion of Chinese.In order to improve the effect of classroom teaching in teaching Chinese as a foreign language writing,this article will scaffolding instruction and picture writing module combination in Chinese writing teaching,explore the intermediate picture based on the scaffolding teaching Chinese as a foreign language writing teaching train of thought,and carries on the teaching design,found problems in the teaching practice,reflection,and put forward reasonable Suggestions.Based on the questionnaire survey of teachers and students,this paper comes to the conclusion that the teaching of picture-reading writing is an important part of the teaching of Chinese writing as a foreign language,which can effectively reduce the difficulty of writing and stimulate the interest and enthusiasm of students in writing.Scaffolding teaching method aims to decompose complex learning tasks,provide learners with auxiliary scaffolding,gradually guide them into the situation,and complete the knowledge construction.Through the application of scaffolding teaching method in the writing module of Chinese as a foreign language,we can promote overseas students to continuously realize and cross their nearest development zone,and effectively improve the expression ability of Chinese written language.Through the teaching design and practice research,this paper summarizes several Suggestions of the scaffolding teaching method in the teaching of Chinese picture-reading writing.Firstly,Give full play to the guiding role of teachers to complete the transformation of the role of teachers in the classroom.Secondly,highlight the central subject status of students,mobilize students' subjective initiative;Thirdly,reasonable use of all kinds of support,improve the efficiency of classroom teaching.