摘要
支架教学理论强调通过指导者的帮助和支持来促进学习者的认知和理解能力的提升。口语教学中,除了对备受关注的言语性支架的运用,应突出非言语性支架在课堂教学的作用和价值。通过学前诊断、真实输入、重复操练与支架动态调整等多种方式,注重各种非言语性教师支架在口语教学的综合运用,从而达到提高学生口语表达能力的教学目的。
The scaffolding theory stresses the enhancement of students'recognition and understanding through instructor's aid and support.In oral English teaching,in addition to the use of verbal scaffolding,we should highlight the role and value of non-verbal scaffolding.By means of pre-school diagnosis,authentic input,repeated practice,dynamic adjustment of scaffolds,and the comprehensive application of the non-verbal teacher scaffolds,the teaching purpose can be achieved of improving students'oral speaking ability.
作者
李慧君
李德俊
LI Huijun;LI Dejun(Hubei University of Chinese Medicine,Wuhan,Hubei 430065)
出处
《科教导刊》
2020年第35期123-124,176,共3页
The Guide Of Science & Education
基金
湖北中医药大学校级教学研究重点课题(项目编号:2018a12)。
关键词
支架理论
英语口语教学
言语性支架
非言语性支架
scaffolding theory
oral English teaching
verbal scaffolds
non-verbal scaffolds
