Teaching Design Of Elementary Chinese Integrated Course Based On Scaffolding Method

The Elementary Comprehensive Course of Chinese as a Foreign Language is the core course for Chinese beginners to learn the basic knowledge and skills of Chinese,and how to improve the quality of teaching and effectively cultivate students’ Chinese communication ability has always been a hot spot in academic research.The scaffold teaching method based on constructivism and zone of proximal development emphasizes student-centeredness,builds scaffolds according to students’ existing cognitive levels,disassembles teaching tasks,strengthens the connection between new and old knowledge,reduces learning difficulty,and completes the construction of new cognitive levels in the process of students climbing scaffolds independently.Therefore,the scaffold teaching method is applied to the teaching of primary comprehensive Chinese as a foreign language,fully respects the main position of students,can effectively cultivate their independent cognitive awareness,comprehensive Chinese application skills and communication skills,and show excellent teaching effects.There are five parts to this paper.The first part is an introduction,which introduces the research purpose and significance,the research content and methods of this paper,and the review of relevant research literature.The second part introduces the meaning and classification of the scaffold teaching method,the theoretical basis,and the teaching links,etc.,and provides theoretical support for the specific teaching design.The third part discusses the advantages of applying the scaffold teaching method to the primary comprehensive Chinese course,and analyzes the teaching objectives,teaching objects,teaching content,teaching difficulties,etc.The fourth part is a teaching design case,we select the dialogue text "Move House" and the short text "A Letter" in "Boya Chinese-Elementary I"(Second Edition),formulate a specific teaching plan,explain and analyze the teaching objectives,teaching content,teaching difficulties,teaching links and steps,and after-class homework design,and follow the scaffold teaching method to build scaffolds,create situations,independent exploration,collaborative learning and effect evaluation for teaching design.The fifth part is a reflection on the design of this instructional design.According to the teaching effect,the advantages and shortcomings of this teaching design are summarized and reflected,and corresponding teaching implementation suggestions are given.It is hoped that this teaching design can provide some reference and reference for improving the teaching effect of primary Chinese comprehensive courses.