Teaching Design Of Online Primary Oral Chinese As A Foreign Language Courses Based On Scaffolding Instruction

Affected by the epidemic,the teaching of Chinese as a foreign language will continue for a time on the online platform in an online mode.In response to the current situation,teachers of Chinese as a foreign language need to rethink how to achieve a better teaching experience in online teaching.At the moment,relevant research on the application of Scaffolding Instruction to the online elementary oral Chinese as a foreign language classroom is still limited,and research applied to the online elementary oral Chinese classroom with students from a variety of backgrounds is lacking.Based on this,this research combines the Scaffolding Instruction theory with the online teaching of primary oral Chinese as a foreign language for teaching design practice,trying to explore the best mode of online oral Chinese as a foreign language teaching.This study takes foreign students with elementary Chinese proficiency as the research object,and aims to use the interview method,classroom observation method and questionnaire survey method to conduct research on the research object,so as to realize the effective application of the Scaffolding Instruction in the online elementary oral Chinese as a foreign language class.This paper is divided into four chapters.The first chapter gives a brief overview of the definition,theoretical basis,basic principles,types of scaffolding and basic links of scaffolding,and summarizes the feasibility of applying scaffolding to online primary oral Chinese courses.The second chapter takes the text "Hotel Check-in" in "New Goal Oral Textbook 2" as an example,and combines the Scaffolding Instruction to design the teaching process of the online elementary oral course.The third chapter summarizes the feedback and evaluation of this teaching practice from the perspectives of students and teachers.Student feedback mainly includes satisfaction with the teaching style,teaching effectiveness and learning gains,online learning experience and students’ evaluation of the various types of scaffolds.Teacher self-evaluation includes teacher performance,teaching effectiveness and student performance,online teaching experience,and the specific use of various types of scaffolds.Chapter 4 sorts out the advantages of the scaffolding method applied to online elementary speaking classes from the perspectives of both teachers and students,and summarizes the problems and shortcomings of the scaffolding method applied to online elementary speaking classes,including: there is a limit to the number of online learners;the workload is large and time-consuming;it is not applicable to all students;and it is difficult for novice teachers to practice.Finally,this chapter proposes relevant teaching suggestions from three perspectives: novice teachers,teaching online elementary speaking classes,and teaching using scaffolded pedagogy.Through practice,this paper concludes that the scaffolded teaching method plays a positive role in teaching online elementary speaking,but there are also certain limitations that need to be analyzed by teachers according to the actual situation.The innovation of this paper is to explore the feasibility and applicability of the scaffolded teaching method applied to online elementary Chinese speaking classes in multiple countries.However,as a novice teacher,I may not have a deep understanding of the concept of scaffolded teaching method,and I cannot propose better solutions to some of the problems of scaffolded teaching method for the time being,so this study is not deep enough and can continue to be explored as a topic.