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邓杉杉

湖北大学，中国

 

摘要

本研究基于社会文化理论，通过一项行动研究考察七类教学支架在中级汉语二语阅读课堂教学中的应用和对习得的影响。研究发现，设计导读、主动词汇学习、文化拓展与语言实践、多模态阅读输入组合这四种支架能显著激活学习者最近发展区内的语言知识 ；文本版式加工、提示阅读策略两类支架对学习者阅读效果影响不显著 ；预测并处理文化难点这种支架未取得积极的教学效果。基于以上结果，建议教师根据语言性质和学习者认知特征，对效能高的支架进行优化，对效能较低的支架进行调整，对构建支架和撤除支架的时机进行经常性判断和决策，在此多次循环的过程中，促进学习者中文阅读水平的提升。

 

关键词

社会文化理论，支架式教学法，中文阅读教学

 

A Study on the Application of Scaffolded Teaching in Chinese as a Second Language Based on Sociocultural Theory
 

Shasha Deng

Hubei University, China

 

Abstract

Based on sociocultural theory, this study examines the application and impact of seven types of instructional scaffolding in intermediate L2 reading classrooms through action research. Findings indicate that four scaffolding types—guided preview, active vocabulary learning, cultural expansion with language practice, and multimodal reading input—significantly activate learners’ linguistic knowledge within their Zone of Proximal Development. However, text formatting and reading strategy prompts showed no significant effect on reading outcomes, while scaffolding for predicting and addressing cultural difficulties failed to yield positive instructional results. Based on these findings, it is recommended that teachers optimize high-efficacy scaffolding and adjust less effective ones according to linguistic features and learners’ cognitive characteristics. Continuous judgment and timely decisions regarding scaffolding implementation and removal should be made throughout iterative cycles to enhance learners’ Chinese reading proficiency.

 

Keywords

Sociocultural Theory, scaffolded teaching method, teaching Chinese reading