Research On The Application Of Scaffolding Instruction In Thailand Elementary Chinese Comprehensive Course

In international Chinese teaching,different class types have different in the use of teaching methods.Facing the learners of different cultural backgrounds,we should constantly improve the educational concept and deepen the education system,so that the better teaching methods can serve the teaching objects of different stages and serve the teaching classrooms of different class types.As a teaching mode,the scaffold teaching always takes students as the center of teaching,adheres to all the student-oriented concepts,and teachers are in a leading position in the process of teaching design and teaching implementation.This paper is divided into four parts.The introduction part mainly introduces the topic background,research purpose and significance of this paper,the relevant research of stent teaching at home and abroad,the relevant research of teaching design and the related research of scaffold teaching applied to the primary Chinese comprehensive course.This paper is divided into four parts.The introduction section mainly introduces the topic background,research purpose and significance of this paper,the relevant research of stent teaching at home and abroad,the related research of teaching design and the related research of scaffold teaching applied to the primary Chinese comprehensive course.First,the concept and definition of stent and stent teaching,Sorting out the four theoretical bases of the recent development area,constructivism theory,cognitive development theory and input hypothesis,And from the form of the stent and the situation of students,the stent is divided into model stent,problem stent,suggested stent,icon bracket,tool bracket five categories and situational stent,emotional stent,task stent,sensory stent four categories;next,In order to analyze whether it is feasible to apply the scaffold teaching in the primary Chinese comprehensive class,Found that scaffold teaching has three advantages of focusing on students,respecting individual differences and flexible interaction,Also from the characteristics,principles and objectives of primary Chinese comprehensive course to investigate the fit of stent teaching and primary Chinese comprehensive course;Then,with middle school students from Banphai School in Kong Jing Province,Thailand,Selected the lesson "My Glasses are broken" in the "Chinese Course",According to the teaching process of scaffold application in primary Chinese comprehensive course,Applying it to the Thai Primary Chinese integrated class,Verify the effectiveness of the teaching support in the Thai primary Chinese comprehensive class;last,Combined with the actual situation of the application of support teaching in classroom teaching,This paper summarizes the three application characteristics of stent teaching in the primary Chinese comprehensive class in Thailand,namely,selecting supports around "specific theme",reflecting the teaching process of "from support to release" and realizing the responsibility transfer of "from teacher to student",At the same time,three suggestions on improving the effectiveness of teaching,combining various teaching methods and paying attention to the implementation of teaching evaluation.Based on the theories of recent development zone,constructivism theory,cognitive development theory,input hypothesis and so on,combined with the learning situation of local Chinese learners in Thailand,this paper discusses how to better realize the teaching concept of "student-centered" in the learning process of Chinese characters,vocabulary,pronunciation,grammar and other language elements.It tries to enrich the content for the teaching research of scaffold teaching in primary Chinese comprehensive course in Thailand,and provide some inspiration and help for the research of teaching mode in international Chinese teaching.