A Biref Study On The Application Of The Scaffolding Instruction In Oral Chinese Teaching

Oral Chinese teaching plays a basic but very important role in the system of TCSOL(Teaching Chinese to Speakers of Other Languages). The main purpose of foreign students learning Chinese is to be capable of communication in Chinese. To realize the transformation from the learning of language knowledge and language skills to the oral expression of language knowledge, oral teaching courses are indispensable. Therefore, an impor-tant task of oral Chinese teaching is to help students improve their communicative competence in Chinese so as to meet their need in Chinese learning. The questions our oralChinese teachers should consider are how to organize the classroom teaching effectuallyand how to make students apply the Chinese knowledge in communication. Through theobservation and practice of oral Chinese teaching, this paper has found that many problems which seriously affect the teaching effect and students’communicative competence exists in the current oral Chinese courses. For example, the goals of oral Chinese coursesare not clear; the oral teachers pursue speaking ratio aimlessly; the methodology and textbooks are not suitable for the oral Chinese teaching and so on. We ascribe the above problems to the traditional“teacher-centered”methodology to a great extent. Luckily, the“student-centered”Constructivism changes the traditional way and insists the importanceof students’learned knowledge and the cooperation between students. The Constructivismbelieves that students should make a whole structure of knowledge by themselves so asto improve their competence of language comprehension and language use.Under the guidance of the Constructivism, this paper tries to use the scaffolding instructionin the primary and middle-level oral Chinese courses. We make a new teaching design of onemiddle-level oral course and look for a chance to practice it. According to the communicationwith students and self teaching feeling of the author after class, we found that this class followedby the scaffolding instruction achieved better effect than the traditional class.This paper includes four parts. Chapter one is an introduction of the study. It introduces thestudy background, gives a general overview of related research both at home and abroad,explains the significance and innovations as well as the methods of the study and makespreparations for the following research. Chapter two discusses the scaffolding instruction and theOral Chinese Teaching. It gives the definition and theoretical basis of the scaffolding instructionand summarizes its steps in teaching process. Two kinds of classification of scaffolds andscaffold types are presented in detail according to the teaching practice. It also shows two cases using scaffolding instruction separately in both the primary and middle-level oral Chinesecourses. Chapter three is a teaching experiment. Through the usage of scaffolds in oral courses,we analyze the reasons of their different frequency in use and give related suggestions for oralChinese teaching. The final part is conclusion. It elaborates on the limitations of this study andputs forward some suggestions for the following research.Through the research of this paper, we found that the scaffolding instruction is helpful to theimprovement of students’self-learning competence and also useful to the efficient classroomteaching and the enhancement of students’communicative competence in Chinese. At the sametime, this paper has brought up some proposals based on the analysis of teaching experiments forthe improvement of oral Chinese teaching. Also we hope the scaffolding instruction can play abetter role in the oral Chinese teaching.