| Scaffolding refers to the help and support provided by others,based on the current level of learners,to help learners moving from the existing development level to the potential level of development and to gradually withdraw as learners’ abilities continue to increase.Scaffolding function is a certain purpose or a role achieves by providing a scaffolding for the learner.Teachers often provide support for students through their multimodal discourse in collective teaching activities.By exploring how kindergarten teachers use multimodal discourse such as language modal,action modal,auditory and auditory modalities,and to explore the relationship between teacher’s verbal modality and nonverbal modality in scaffolding,may be helpful for understanding teachers scaffolding function,and it will provide some reference for other kindergarten teachers.The data source of the study is form collective teaching activities for 5-6 years old children of Ying Caiyun.This paper used the case study method,observation method and literature method,intercepted the relevant segments for session analysis according to the research theme,and strive to respect the original corpus,portray the details,restore the real classroom session process,track scaffolding function of kindergarten teachers multi-modal discourse from the corpus itself,and explore the influence of teacher ’s multimodal discourse on the development of children’s affective ability and cognitive ability.According to the scaffolding function proposed by Wood,Bruner and Ross,fragments of recruitment,frustration control,direction maintenance,reduction in degrees of freedom,marking critical features and demonstration was intercepted.By reviewing the relevant research at home and abroad,the research focus on the multimodal discourse and its scaffolding function of kindergarten teachers.Quantitative and qualitative analysis of the collected corpus is carried out by means of multi-modal discourse analysis software ELAN4.9.1.Because the fragments are intercepted from different collective teaching activities,the common features of the same scaffolding function can be obtained by using the multidimensional discourse by pre-school teachers.In addition,the case analysis of the preschool teacher’s multi-modal discourse scaffolding function can be used to explain how the teacher selects multiple symbol modalities to achieve good scaffolding function from qualitative analysis.Through careful observation and analysis,this study found that:The multimodal discourse of excellent teachers serves scaffolding function in recruitment,direction maintenance,frustration control,reduction in degree of freedom,marking critical features and demonstration.In the realization of the above scaffolding function,the teacher needs to select the corresponding modal according to the different scaffolding,and the multimodal discourse interaction to complete the corresponding function.To discuss it in detail,that is to say:When teacher needs to recruitment,they mainly calls for the language modality and gesture modality,accompanied by a small amount of visual auditory modality.Long pause and rhythm gesture are the main mode;When teacher needs to frustration control,staring at personal,personal distance and metaphorical gestures are the main mode;When teacher needs to direction maintenance,they feedback a lot,and switch from one mode to another;When teacher needs to reduction in degrees of freedom,they increase the frequency of visual modality;When teacher needs to marking critical features,slow speed,stress and gesture language are the main mode.Finally,When teacher needs to demonstration,they question closely and adjusting their mode constantly.The enlightenment are follows:Kindergarten teachers should be good at calling a variety of modalities.On the one hand,kindergarten teachers should attach great importance to the action modal,visual modal.On the other hand,for different scaffolding needs,kindergarten teachers should choose different modal.In addition,kindergarten teachers should pay attention to the appropriateness of multimodal discourse use in the process of scaffolding.To increase or decrease the usage of a modal according to different scaffolding need.To concern about the transformation of single mode and the switching between modalities. |
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