THE “SCAFFOLDING” TEACHING METHOD AND ITS APPLICATION IN TEACHING CHINESE ORAL COURSE AT HANOI NATIONAL UNIVERSITY OF EDUCATION

DOI: 10.18173/2354-1075.2024-0022

Abstract

The “scaffolding” teaching method is ateaching model originating from ConstructivistTheory and the Zone of Proximal Development(ZPD) developed by Vygotsky. It offers new insightsinto dealing with the relationship between “teaching”and “learning”. The changing roles of teachers andstudents, promoting students' collaborative learningand exploration abilities, and cultivating students'independent problem-solving abilities of this teachingmodel have helped teachers improve their skills andenhance their educational and teaching abilities. In theprocess of implementing “scaffolding” teaching, weneed to grasp the following key points: teachers needto clarify their roles, arrange a reasonable conceptualframework according to students’ levels, and checkcontrol interactive teaching in the student's “ZPD”and gradually reduce the role of the “scaffolder”. Inthis article, we would like to analyze the birth of theconcept of “scaffolding”, its basic characteristics,and teaching steps. Finally, we applied it to teachingChinese oral courses for students majoring in Chineselanguage at HNUE