论支架教学对任务型阅读教学的促进作用

Journal: Education Research DOI: 10.12238/er.v3i11.3351

王娅

陕西铁路工程职业技术学院

Abstract

分析支架教学(scaffolding)如何有效地促进任务型阅读教学的实现,从而体现语言学习的交际性和自主性。以New Headway Intermediate教材Unit 1中的阅读为例,基于任务型阅读教学的三个核心阶段来探讨支架教学对完成阅读任务的积极作用。

Keywords

合作对话;支架教学;任务型阅读

Funding

陕西铁路工程职业技术学院科学研究基金项目;项目编号:KY2019-70。

References

[1] Gibbons,P.Scaffolding language, scaffolding learning(2nd Ed.).Portsmouth,
[2] Myhill,D. & Warren,P. Scaffolds or strait jackets? Critical moments in classroom discourse.Educational Review,
[3] Skehan,P.A framework for the Implementation of Task-Based Instruction.
[4] Storch,N.Patterns of interaction
[5] Wood,D.J.,Bruner,J.S., & Ross, G. The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology,(1976).17(2),89-100.

Copyright © 2020 王娅

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