The Influence Of Scaffolding Teaching Mode On Students’ Learning Behavior

In recent years,researchers have been paying attention to and studying the problem of improving students’ learning efficiency in the classroom,and some teaching models have been proposed.Teachers are also changing the traditional classroom teaching thinking,changing the original teaching methods,and constantly exploring new teaching models and teaching strategies.In this context,many new teaching models were born.Scaffolding teaching is an emerging teaching mode.Scaffolding teaching is a new teaching mode that is different from the traditional teaching mode.Under the guidance of the basic theory of constructivism,the scaffolding teaching model is playing an increasingly important role in the classroom.In the classroom,teachers use the methods of setting up situations and building brackets as auxiliary support,which continuously affects students’ cognition,and at the same time,gradually increases the teaching activities of teachers,students,and students.Students can improve their cognitive abilities and emotions in the classroom.The leading role of teachers in the classroom will gradually shift to students.Let students learn independently and collaboratively.This not only improves the cognitive development of the students,but also meets the emotional needs of the students.Research on learning behavior input has also become an important trend in the development of educational technology,and more and more attention is paid to the changes of students’ learning behavior input in the classroom.In foreign language classes,oral learning takes up very little,especially in small language classes.The students were unable to improve their oral English,so that the students’ investment in learning behavior declined.Therefore,in this context,the scaffolding teaching model is used to design the Korean spoken language class,and to explore the learning behavior of students.First of all,it is necessary to study the scaffolding teaching theory,teaching strategies and teaching models,and related factors of learning behavior input;secondly,according to the scaffolding teaching model,the teaching design of Korean oral class is carried out,and the teachers carry out teaching activities according to the teaching design.According to the step-by-step process,two cases of Korean oral class "Dialogue in Class" and "Entertainment Activities" were designed.The class is set up into two classes.One is an experimental class taught in a scaffolding teaching mode,and the other is a control class taught in a traditional teaching mode.Finally,the two classes are compared.Through questionnaire surveys and interviews,to understand the impact of teaching activities carried out in accordance with the scaffolding model on students’ learning behavior.Through the analysis of the data obtained from the questionnaire survey and the results of the interviews with the students,the following conclusions can be drawn: 1.The spoken Korean class designed under the scaffolding teaching model can improve the learning behavior of students.2.The problems encountered by the students in the learning of Korean spoken language have been resolved accordingly.