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本文在“产出导向法”有关教师中介作用的论述基础上,提出在“促成”阶段,教师的“脚手架”作用主要表现为“纵向脚手架”和“横向脚手架”两个维度,前者主要体现在设计并分解产出任务,而后者主要体现在针对每个分任务分别从内容、语言和话语结构三方面给学生提供指导与协助。笔者以《新一代大学英语》第二册第四单元为例,详细阐释课堂教学中如何逐步搭建纵向和横向脚手架,以及如何针对不同水平的学生调整脚手架,重点介绍了针对内容、语言和结构三方面的分步骤教学方案及相应活动设计。
Based on the discussion about the role of teacher intermediary in “Output-oriented Law”, this paper proposes that the teacher’s role of “scaffolding” is mainly manifested as “vertical scaffolding” and “horizontal scaffolding” ", The former is mainly reflected in the design and decomposition of output tasks, the latter is mainly reflected in each sub-tasks from the content, language and discourse structure of the three aspects to provide guidance and assistance to students. Taking the fourth unit of the second generation of the new generation of college English as an example, the author expounds in detail how to gradually build vertical and horizontal scaffolding in classroom teaching and how to adjust the scaffolding for different levels of students, focusing on content, language and structure Step-by-step teaching programs and design of corresponding activities.