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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-06-10编辑:vicky点击率:783
论文字数:33233论文编号:org202206061145126562语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文
摘要:本文是一篇高中英语教学论文,本研究分析了支架式教学法在高三英语阅读教学中的作用。通过对数据的分析,笔者发现高三学生的学习兴趣、学习策略和学习成绩都有了很大的提高。
Chapter2 Literature Review
2.1 Scaffolding Approach
2.1.1 Definition and Classification of Scaffolding Approach
The famous former Soviet psychologist Vygotsky puts forward scaffolding teachingapproach based on the constructivism learning theory. Provide appropriate pace, small cluesor hints one step at a time of learning for the students to let the students gradually found andsolve problems in learning and to master the knowledge to learn by climbing step by step.Scaffolding teaching approach is also based on constructivism learning theory to highlightteachers’ role in the class, which targets at strengthening students' ability to solve problems.
Wood, Bruner and Ross (1976) points out the zone of proximal development theory andthe Russian psychologist and philosopher Vygotsky to propose scaffolding instruction. Brunerregards scaffolding, which is provided by teachers, as an instrument to help the learnersacquire the new knowledge. Another is Dickson, Chard’s definition and Simmons (1993)think that scaffolding instruction is a scientific system which is composed of promptedcontents, materials and tasks, which is beneficial for students to use to improve learningstrategies.
Different scholars have different definitions of scaffolding instruction but views arebasically the same. Based on the theory of Proximal Development Zone by Vygotsky, thescaffolding instruction is used as an important teaching approach to promote the teachers’ andstudents’ engagement and stimulate the students’ potential abilities. Scaffolding teachingapproach has the characteristics of situational teaching activities, interactive learning ofstudents and recursive evolution of problem solving. This teaching approach inspires studentsto enable to analyze problems in the class, and then settle problems step by step with the helpof the teachers, therefore, pointing out the direction of English reading teaching.
2.2 Theoretical Foundations
This research benefits from the guidance of three theories, (Vygotsky, 1978) theory ofzone of immediate development, (Piaget) constructivist development view and (Bruner)cognitive learning theory.
2.2.1 Theory of Proximal Development Zone
The theory of proximal development, Vygotsky's theory of mind, reveals the nature ofhuman overall and individual psychological development. Vygotsky believes that there aretwo levels of student development: one is the student's current level, and the other is thestudent's possible level of development. The difference between the two is ProximalDevelopment of Zone. Teaching should focus on students' immediate development area, giveplay to their potential and arouse their enthusiasm. Teachers should help learners understandspecific knowledge through a set of appropriate conceptual framework; construct a teachingmodel of knowledge meaning, and learners can independently explore and solve problems bymeans of this conceptual framework.本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。