| In recent years,affected by the epidemic and other factors,online teaching of international Chinese has become an irreplaceable way.In order to explore the method suitable for international online Chinese teaching,the author takes his own Chinese teaching experience in Cambodia as the practical basis and scaffolding instruction as the theoretical basis.This paper tries to construct a feasible online teaching method of international Chinese language.The feasibility of scaffolding in the study of online teaching for Cambodian students lies in the consistency between scaffolding pedagogy and online teaching.the coupling with elementary integrated Chinese teaching.and the preference among fresh Chinese learners in Cambodia.Which is demonstrated by the fact that the scaffolding teaching for Cambodian elementary integrated Chinese classes regards students as centers and starting points.In the teaching practice,teachers also address their roles and initiate interactions with students in different contexts.In the comparative study regarding specific teaching designs,the case of“What are you doing on the weekend” was taken as a case study,and the principle of first considering the whole and then the parts is followed.The overall teaching design of the text was done first.And then the specific design was done respectively from three aspects of phonetics,vocabulary and grammar.Aiming at highlight how the scaffolding teaching method can play it’s significant role in the classroom.Allowing learners to extend their overall perception of Chinese from their own experience.So that learners can really have a learning experience centered on their own knowledge structures in the contextualized teaching.In the design of the specific experiment and the desgin of the test,the experiment was completed in a total of three tests.In three phases: pro-test mid-test and post-test,the final conclusion was that the total mean score of the experimental group showed a significant increasing trend: the fluctuation of total mean score of the control group still decreased.The advantage of the control group have a higher total main score than the experimental group in the pro-test disappeared.it can be seen that,compared to the didactic method,the scaffolded teaching method is more suitable for fresh Cambodian Chinese learners from integrated Chinese classes and is indeed a teaching method worth promoting in international Chinese education.Any teaching needs theory first,and this kind of “top-down” pedagogical guidance is scientific,so that teaching practice will take fewer detours.At the same time,we still need to pay attention to classroom practice and this kind of‘bottom up ’recording and feedback can constantly correct the shortcoming of pedagogy and educational theory.This two-way approach is important to both theory and practice,and the “scaffolded pedagogy” makes this two-way process of research more visible and feasible by slightly seeing the big picture. |
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