Abstract: Scaffolding teaching is one of the important teaching modes of constructivism. In English teaching, scaffolding teaching mode can promote the active construction of cognitive subjects and help students realize meaningful discovery learning.
Keywords: constructivism; Scaffolding teaching; Middle school English
Classification number: G642 Document ID number: A document number:1673-1395 (2010) 02-0276-02.
First, the role of constructivism "scaffolding instruction" and constructivism "scaffolding instruction"
Scaffolding teaching, also known as scaffolding teaching or supporting point teaching, is one of the more mature teaching methods under the constructivism teaching mode. This teaching idea originated from the social constructivism theory of Lex Wegesky, a famous psychologist in the former Soviet Union, and his theory of "zone of proximal development". The so-called "recently developed area" refers to the gap between the actual development level and the potential development level. In the recent development zone, when teachers and students enjoy cultural tools, it will promote cognitive development, and students internalize this interaction facilitated by cultural intermediaries, and cognitive development will occur. In this kind of interaction, students do not passively acquire cultural knowledge, nor do they need to automatically or accurately respond to events. Students have their own understanding of social communication, and combine these understandings with their own experience in specific situations to construct their own thoughts. In scaffolding teaching, the role of teachers is to support, guide and assist, not to arrange, replace and instill. Teachers are guides and helpers to promote students' active construction of meaning, rather than knowledge imparting in traditional teaching mode; With the support, guidance and help of teachers, students gradually construct and internalize their thinking ability, skills and knowledge and understanding of things that enable them to engage in higher-level activities. It is a process in which students actively construct meaning. Students are active constructors of knowledge meaning, not passive recipients of external stimuli. Scaffolding teaching mode provides personalized learning support according to students' recent development areas. In scaffolding teaching, teachers provide scaffolding and support to help students develop actively. These scaffolds use students' existing knowledge to internalize new knowledge.
Students' own subjective framework. In scaffolding teaching, students' ability to participate in learning, interact, explore and solve problems is improved. Teaching has also broken the traditional activity mode characterized by "acceptance" and "summary", allowing students to actively learn, educate themselves and develop in an all-round way in "exploration" and "discovery" and become the master and subject of classroom learning. The role of teachers as owners and transmitters of knowledge is greatly weakened, while the role of students as learning instructors and activity designers is gradually enhanced.
Interactive framework between students. In scaffolding teaching, students' learning is no longer aimed at blindly implementing sea tactics and simply getting high marks, but at pursuing the ability of learning and constantly constructing and creating knowledge. Students interact in mutual participation, which makes the learning and communication space relaxed and harmonious, emotional and spiritual interaction, knowledge and ability sublimated and improved. This form of learning is more open, innovative, vivid and personalized, which is more in line with the requirements of the new era.
The guiding framework of teachers' teaching. In scaffolding teaching, teachers become assistants and instructors of students' learning activities. By designing problem situations, redefining teaching objectives, reorganizing teaching materials and integrating knowledge, they guide students to acquire the required knowledge. Teachers are questioners in students' learning process, and answer students' questions in time; At the same time, he is also the coordinator of learning activities, helping students solve difficult problems in learning.
Coordination framework of team communication. Cooperative learning in scaffolding instruction is to change the learning competition between students into group cooperative learning, and to change the traditional one-way or two-way communication between teachers and students into multi-directional communication between teachers and students. Fierce collisions can generate sparks of thinking and inspire teachers to learn from each other. It not only improves students' initiative and self-control, improves the efficiency of classroom teaching, but also promotes good interpersonal cooperation among students.
Second, the practice of constructivism "scaffolding teaching"
Set up scaffolding first and find the nearest development zone. Before teaching, teachers should focus on the current learning theme, find the nearest development area, accurately find out the actual development level and potential development level of students, build a reasonable teaching scaffold, and help students master, construct and internalize the knowledge and skills they have learned under the support of this scaffold. It is necessary to do some research and analysis on students and textbooks in order to find the best starting point in this conceptual framework. When designing lesson plans, we should grasp the characteristics of students and teaching materials, walk into them like friends, inspire them with basic language, and start with a relaxed conversation and communicate happily.
Second, enter the situation and ask questions and assumptions. In order to fully arouse students' enthusiasm, teachers should guide students into situations, put forward questions and assumptions, and pave the way for students' independent exploration and cooperative learning. In this link, the teacher's task is to create high-quality situations appropriately. The more novel the situation, the stronger the contrast, the easier it is to attract students' attention, thus generating the desire to explore.
Third, inspire and guide, explore independently and study cooperatively. At the beginning of exploration, teachers should first inspire and guide students, and then let students analyze independently. Teachers can ask students to read the text quickly and answer the following questions according to their actual level and text content:
1972 What was the purpose of the first Earth Summit held in Stockholm?
What does "Big Three" mean? Why do people call it "Big Three"?
What are the three biggest killers in the world?
In the whole process, teachers should prompt and explain in time to help students gradually establish a comprehensive and holistic understanding of knowledge in the conceptual framework. Then the teacher should set some challenging questions, which can also stimulate students to think positively and can be done together through group consultation and discussion. Finally, teachers provide some open topics to achieve the purpose of language output in English communication in real context.
Finally, remove the support and submit the effect evaluation. Dismantling teaching scaffolding and submitting evaluation summary is the best way for teachers to understand students' learning effect and the most comprehensive embodiment of students' autonomous learning effect. In this session, we can divide the students into several groups and ask the following questions about a specific text in middle school (such as SEFC lB Unit 14 Festivals):
What are before, during and after reading?
Post-reading work is not directly related to the text, but usually "grows out" from the text. How do you deal with the text in the pre-reading stage?
Please write down the activities of reading the text.
These problems should be solved by students themselves in an environment of active inquiry and interactive cooperation. First, each group recommends a classmate to demonstrate the specific process, then organizes students to watch the live video of the same text, and finally selects the best winner through students' self-evaluation and group members' mutual selection. Of course, the evaluation should combine summative evaluation and process evaluation, including the ability and attitude of autonomous learning and the contribution to group collaborative learning.
References:
Zhong Qiquan. Introduction to educational methods [M]. Shanghai: East China Normal University Press, 200 1.
[2] Cui. Scaffolding teaching teacher evaluation index [J]. Educational Technology Communication, 2007(3).
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