Research On Online Chinese Intermediate Reading Teaching Based On Scaffolding Teaching Method

Within the framework of constructivism and zone of proximal development theory,educational psychologist Bruner and others put forward the concept of "scaffold teaching",and then "scaffold teaching method" has gradually formed and developed continuously.Nowadays,scaffolding teaching method has also received a lot of attention in the field of Chinese as a foreign language,but there is still a lot of space for related applied research to be explored.Reading class plays a vital role in improving students’ reading ability and level.However,the current online Chinese reading teaching is faced with problems such as low teaching efficiency and poor effect.In line with the current wave of online teaching,this paper adopts scaffolding teaching method,combines the online Chinese teaching experience in Vietnam,takes two classes in Luo Hung University in Vietnam as teaching objects,carries out teaching practice with the theoretical support of scaffolding teaching method,and then summarizes the advantages and existing problems of the Chinese intermediate reading course under the scaffolding teaching method,and puts forward corresponding teaching suggestions accordingly.In order to enrich and improve the research of online Chinese intermediate reading teaching with scaffolding teaching method,and to provide a certain complement and reference for online Chinese intermediate reading teaching.This study is divided into six parts.The first part is the introduction,which mainly expounds the research background and purpose,as well as the significance of the research,and combs the related research literature from many aspects,so as to form the knowledge basis of this research.At the same time,the main content of this research and the research methods used are explained.The second part introduces the definition and theoretical basis of the scaffolding teaching method,summarizes the characteristics of the teaching method and basic teaching steps,according to the function of the scaffolding is "reclassified",and according to the characteristics of the reading class,add the background,text support and other support types.Through multi-angle analysis,this paper demonstrates the appropriateness of using scaffolding teaching method in online Chinese intermediate reading classroom.The third part is the specific teaching design and implementation of the scaffolding teaching method applied to the online Chinese intermediate reading teaching.Combining with the characteristics of the textbook,the teaching content is divided into two parts: reading skills training and text reading training.The design is applied in classroom teaching and the implementation process is recorded.The fourth part is the practical result analysis and teaching evaluation of the scaffolding teaching method applied to the online Chinese intermediate reading course.SPSS is used to compare and analyze the measured data before and after the experiment,and the results show that the experimental class has a higher score than the control class.The students’ learning initiative is improved,which proves that scaffolding teaching method can play a positive role in students’ learning.The fifth part,according to the specific situation of practical teaching,reflects on the online Chinese intermediate reading classroom using scaffolding teaching method from various aspects,and summarizes the relevant teaching experience and lessons.Teachers should closely focus on the core of scaffolding and grasp the opportunity of scaffolding construction and removal.In teaching,there is no need to strictly follow the order of the five links of scaffolding teaching method.The last part is the overall review and summary of the practice teaching research,and then put forward the shortcomings of the research.Through this practical research,it is found that the application of scaffolding teaching method to online Chinese intermediate reading classroom can not only positively affect students’ learning emotion,attitude and value orientation,but also promote students’ learning of reading skills and reading strategies,improve students’ reading ability,and further enhance students’ Chinese level.