支架式教学:概念、手段及模式(英文)

APPROACHES AND MODELS INVOLVING THE CONCEPT OF INSTRUCTIONAL SCAFFOLDING

作为一种教育策略,支架式教学概念源自于维果茨基的辅助学习概念。支架式教学的理论框架基于维果茨基的最近发展区概念,有悖于皮亚杰的强调学习过程的建构性的认知法。与支架式教学概念相近似的一个概念是克拉申的输入假设,即“i+1”可理解输入概念。搭建支架的性质是动态的,但其主要特征仍可识别。涵盖支架式教学关键性特征的教学模式有交互式、认知学徒式、自生语言精致、自主教学策略发展等教学模式。支架式教学可通过搭脚手架策略,在认知支架、情感支架、策略支架、技术支架等领域促进学习的迁移。在支架式教学过程中,教师通常提供三种支架:媒介支架、任务支架、材料支架。尽管支架式教学可最大化优化学习效果,在其有效使用上还存在着局限。因而,“自然发展”和“教学支架”教学手段应互补。

Instructional scaffolding stems from Vigotsky＇s view on supplementary learning. The theoretical framework of instructional scaffolding, based on Vigotsky＇s concept of approximate development area, is apposed to Piajet＇s structuralist cognition which emphasizes learning process. Close to the instructional scaffolding is the input supposition, or “1＋1” comprehensible input concept. Instructional scaffolding as an instructional strategy can stimulate the learning transfer in such areas as cognition, emotion, strategy, techniques. IN the process of instructional scaffolding, teachers tend to provide 3 scaffolds - vehicle scaffold, task scaffold and material scaffold. Instructional scaffolding optimizes the results of learning, but it has its limitation in application. Therefore, “natural development” and “scaffolding method of teaching” are mutually complementary.