鹰架教学模式中教师鹰架搭建意识及技能的分析

In Singapore, where Chinese is learned as a second language, how to provide useful guidance of writing composition to primary school students has become an important topic. On the basis of Vygotsky's (1978) Zone of Proximal Development (ZPD) and Bruner's (1983) concept of scaffolding, the research team has developed a five-step scaffolding teaching model incorporated with some effective strategies of writing instruction. The model has been put into practice in two government schools for one year. Based on the authentic classroom discourses, classroom observations and teachers' interviews gained from the project, this paper intends to analyse the participant teachers' scaffolding awareness and capability development in building classroom interaction, diagnosing students' difficulties and providing scaffolding. The results show that teachers' awareness and skills of scaffolding are essential to the successful implementation of the scaffolding teaching model.

在新加坡华文作为第二语言教学的语境中，如何在华文启蒙写作教学中给学生提供有益的帮助，是一个值得深入探讨的课题。笔者以Vygotsky（1978）的“最近发展区”和Bruner（1983）的“鹰架教学”概念为理论依据，以写作教学实践中公认的有效教学策略为参考，设计出一个由五个教学步骤组成的鹰架写作教学模式，并在两所小学进行了为期一年的实验。本文以项目实践中产生的课堂语料为主要数据，参照课堂观察记录以及教师访谈资料，重点分析实验教师在建构课堂互动、诊断学习困难、提供鹰架帮助这三个方面的鹰架搭建意识及技能的应用。分析结果表明，培养教师鹰架搭建的意识及实施技能是成功推行本鹰架教学模式的重要基础。