PHƯƠNG PHÁP DẠY HỌC “BẮC GIÀN GIÁO” VÀ VIỆC ỨNG DỤNG VÀO GIẢNG DẠY MÔN KHẨU NGỮ TIẾNG TRUNG QUỐC Ở TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI=THE “SCAFFOLDING” TEACHING METHOD AND ITS APPLICATION IN TEACHING CHINESE ORAL COURSE AT HANOI NATIONAL UNIVERSITY OF EDUCATION

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Tác giả: Văn Thiện Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học - Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục, 2024

Mô tả vật lý: tr.44

Bộ sưu tập: Metadata

ID: 248873

Thêm vào giỏ

Dạy học theo kiểu “bắc giàn giáo” là mộtmô hình dạy học bắt nguồn từ Lí thuyết kiến tạovà Vùng phát triển gần nhất. Nó thực sự cho tanhững hiểu biết mới trong việc giải quyết mối quanhệ giữa “dạy” và “học”. Sự thay đổi vai trò củagiáo viên và học sinh, phát huy khả năng học tậptìm tòi hợp tác của học sinh và trau dồi khả nănggiải quyết vấn đề độc lập của học sinh của mô hìnhgiảng dạy này đã giúp giáo viên nâng cao khả nănggiáo dục và giảng dạy của họ. Trong quá trình triểnkhai dạy học theo kiểu “bắc giàn giáo”, chúng tacần nắm những điểm mấu chốt sau: giáo viên cầnlàm rõ vai trò của mình, bố trí khung khái niệmhợp lí theo trình độ của học sinh, kiểm soát việcdạy học tương tác trong “vùng phát triển gần nhất”của học sinh và rút dần vài trò của người “bắc giàngiáo”. Trong bài viết này, chúng tôi xin phân tíchsự ra đời của khái niệm “bắc giàn giáo”, đặc điểmcơ bản và các bước dạy học của nó. Cuối cùng,chúng tôi ứng dụng vào giảng dạy giờ Khẩu ngữtiếng Trung Quốc cho sinh viên chuyên ngànhNgôn ngữ Trung Quốc trường ĐHSP Hà NộiThe “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

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