A Study On The Effectiveness Of Scaffolding Construction In Oral Chinese Class

At present,many researchers have studied the "scaffolding" of teachers from the aspects of characteristics,functions and scaffolding teaching,and put forward the corresponding"scaffolding" types.These types of "scaffolding" will more or less play a certain role in learners’knowledge development.According to Vygotsky’s Zone of Proximal Development(ZPD),it can be seen that when the teachers’ "scaffolding" is constructed in the ZPD of leaners,it is helpful to promote the continuous improvement of learners’ cognitive development level.With the help of the teachers’ "scaffolding",learners can cross the ZPD and gradually reach the next level.The emphasis on "speaking" in spoken Chinese class makes Chinese learners have more opportunities to express themselves,which means more problems occur.At this time,teachers will provide some help to learners.Therefore,it is very necessary to study the construction of teachers’ "scaffolding" in spoken Chinese class.In the field of teaching Chinese as a second language to foreign learners,most researchers take "scaffolding teaching" as the research object.In the few studies on teachers’ "scaffolding",there are few types of "scaffolding" covered.In addition,in oral Chinese class,we often find that when learners encounter difficulties in the process of expression,learners with the help of the teacher can sometimes successfully complete the expression,sometimes can only produce one or two words or sentences,sometimes even without any effect.So,what kind of teacher "scaffolding" exist in oral Chinese teaching,and do these teacher "scaffolding" play a certain role in improving learners’ Chinese proficiency?How do learners evaluate these help?Therefore,this paper takes the teacher "scaffolding" as the starting point,combined with the ZPD theory and the scaffolding theory,based on the fifteen types of adjustment proposed by Poehner and the seven types of "scaffolding" proposed by Wood et al.,and re-divides 14 types of teachers scaffolding" according to the degree of dominance from low to high,including one emotional scaffolding and thirteen cognitive scaffoldings.In addition,taking the oral Chinese classes of the junior and intermediate classes and the online advanced classes of as the observation objects,the data of the construction of the teachers’ "scaffolding" is collected and analyzed.In addition,this study also used questionnaires and interviews to understand learners’attitudes towards different types of teachers’ "scaffolding".Combining the results of classroom observations,questionnaires,and interviews,discussing the effectiveness of teacher"scaffolding" construction,this paper draws the following conclusions:(1)From the perspective of teachers’ use of "scaffolding",the type of bracket most frequently used by teachers is "Providing Correct Response".And in the intermediate and junior classes,the frequency of use of this "scaffolding" is much higher than other types.The frequency of using "Request for Repetition" and "Helping Move Narration Along" is also high.Teachers often build these two "scaffolding" when students have problems."Request for Renarration" is the least used.After providing the correct answer to the learner,the teacher seldom gives the learner a chance to express it again.Teachers at the junior and intermediate levels use less emotional scaffolding,or even no use.Teachers in advanced classes pay more attention to the construction of emotional scaffolding.(2)From the perspective of learners’ evaluation of the effectiveness of teachers’"scaffolding" construction,learners have the highest recognition of the "Request for Renarration"and hope that teachers can provide certain emotional support when they need help.Elementary-level learners do not want teachers to provide hidden "scaffolding".From the perspective of "scaffolding" construction methods,learners hope that teachers can provide an appropriate amount of teacher "scaffolding" to help solve problems.Finally,according to the conclusion of this study,according to the teaching situation of spoken Chinese class,some suggestions on the construction of teachers "scaffolding" are put forward,in order to have some inspiration for the teaching of spoken Chinese as a foreign language,and promote the development of spoken Chinese teaching,so that the spoken Chinese class can be effectively implemented.