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一、支架式教学法的理论背景“支架”原本指建筑行业中使用的脚手架,在这里用来形象地描述一种学习者获得新的语言结构的一种学习方式。这一理论的提出是以苏联著名心理学家维果斯基的“最近发展区”理论为依据的。他认为,教学就应从儿童潜在的发展水平开始,不断创造新的“最近发展区”。支架教学中的“支架”应根据学生的“最近发展区”来建立,通过支架作用不停地将学生的智力从一个水平引导到另一个更高的水
First, the theoretical framework of pedagogic “Stent ” originally refers to the scaffolding used in the construction industry, here used to vividly describe a learner to obtain a new language structure of a learning. This theory is put forward based on the theory of “recent development ” by Vygotsky, a famous Soviet psychologist. He believes that teaching should start from the potential level of development of children, and constantly create new “recent development zones.” Bracket teaching “bracket ” should be based on the students “Development Zone ” to establish, through the role of brackets kept students of intelligence from one level to another higher water