鹰架教学法在口语教学中的实践与思考——以新加坡高中H1华文为例  

Scaffolding Strategies in Teaching Oral Skills for Singapore H1 Chinese Language

作　　者：张曦姗[1,2] 洪澜 Teoh Hee San;Hong Lan(Singapore Centre for Chinese Language,Nanyang Technological University;Academy of Singapore Teachers;Dunman High School,Singapore)

机构地区：[1]南洋理工大学华文教研中心 [2]新加坡教师学院 [3]德明政府中学

出　　处：《湖南第一师范学院学报》2019年第1期69-74,共6页Journal of Hunan First Normal University

摘　　要：新加坡高中将鹰架教学理论引入H1华文口语教学。它以学生为中心,围绕主题,按"最近发展区"的要求建立概念框架,并通过一系列鹰架教学,为学生搭建不断攀缘向上的学习支架。之后再逐步拆除鹰架,让学生独立探索,完成知识的建构。研究团队以16名高一生作为研究对象,进行为期4个月的教学实践。从前后测成绩、问卷调查与教师反馈收集数据来看,鹰架教学法在提高学生的口头报告能力方面的具有较好效果。This research is based on scaffolding pedagogy. The theory applies to Singapore H1 Chinese Language oral skills teaching. The research is student-centred and follows the theory on "Zone of Proximal Development(ZPD)"to establish a conceptual framework. Lessons are based on various scaffolding strategies that enable students to adopt structures for knowledge-building and achieving independence in learning. The scaffolding is removed once the cycle is completed and students become independent, self-directed learners. The research team based their study on 16 Junior College Year one students and the entire cycle lasted 4 months. Data was collected from the pre-test and post-test results, student surveys and teachers’ feedback. These three channels provided information for qualitative and quantitative analysis to generate insights for the effectiveness of student-centred scaffolding strategies in the teaching of oral skills.

关 键 词：教学 H1华文口语教学 鹰架教学 

分 类 号：G632[文化科学—教育学]