随着中国综合实力在国际地位的??升,各国学习汉语的热情也逐渐高涨,许多国家也 加入了汉语学习的队伍中,新西兰每年开展汉语课程的学校数量以及汉语学习的人数也在 逐年增加。但是由于起步不同,新西兰各地区汉语的发展也存在较大差异,笔者所实习地 区汉语发展比较缓慢。通过对新西兰实习地区外语教学背景以及相关政策的研究,笔者发 现,当地学生和家长的评价意见是学校开展课程的重要依据,因此,若要推动汉语在当地 的发展,??升学生学习汉语的兴趣尤为重要。在分析学生学习汉语的兴趣后,结合当地教 学情况,笔者在课堂中采用支架式教学法,不仅符合当前对外汉语教学大背景下发挥学生 在课堂主体地位的要求,也可以??高学生学习汉语的主动性,同时??高教学效率,吸引更 多的学生学习汉语,从而促进初中汉语、带动高中汉语在当地的发展。 笔者分析国内外支架式教学法在课堂中应用的研究成果,查阅该教学法在课堂教学中 的使用案例,了解具体的实施步骤;翻阅对外汉语初级词汇教学以及教学设计的相关文献, 总结初级词汇的特点,掌握教学设计的基本流程,并结合笔者教学实习学校以及学生的学 习特点,制定一份在初中汉语课堂上使用的支架式教学法教学设计并实践。实践结束后向 学生发放相关问卷,分析学生汉语兴趣的变化以及对支架式教学法各环节的态度,结合问 卷分析结果以及笔者的教学经验,笔者总结了支架式教学法的一般操作流程、设计原则以 及设计角度,归纳该教学法在实践中所展示的优缺点,希望可以为后续研究者在使用支架 式教学法时??供框架参考模版和使用建议。

With the rise of China's comprehensive strength in the international, the enthusiasm of learning Mandarin also gradually rise. Many countries have joined the Mandarin learning team, and the number of schools in language course and people learning Mandarin also increase year by year in New Zealand. However, due to different starting points, the development of Mandarin in different regions of New Zealand is also very different. The development of Mandarin in where author worked is slow. According to the research in background of foreign language teaching and the related policy, the author found that the evaluation of local students and parents was the important basis of school curriculum, therefore, to promote the development of Mandarin at the local, students' interest was the first priority to concern. After analyzing students' interest in learning Mandarin, together with the local teaching condition, the author used the scaffolding instruction as the teaching method, which can not only confirm to the current context of teaching Chinese as a foreign language where students should play their dominant role, but also improve students' initiative in learning, so as to improve teaching efficiency and attract more students to learn the Mandarin. We hope it can promote the Mandarin development of middle school and the high school. Therefore, the author analyzed the research achievements of scaffolding instruction used in the classroom, and then examined the use cases of the teaching method in order to understand the specific implementation steps. After looking through literature related to the Mandarin primary vocabulary teaching and the teaching design, the author summarized the features of elementary vocabulary, mastered the basic process of teaching design, and developed a scaffolding instruction teaching design in intermediate and put it into use, combining with the teaching background information and the characteristics of students. Then the author analyzed the change of the students' interest in Mandarin learning, as well as to the attitude of each section of scaffolding teaching method. Later, according to the questionnaire analysis results and the teaching experience, the author summarized the general operating process of scaffolding instruction, design principle and design point of view, and summed up the advantages and disadvantages of the teaching methods in practice, hoping that this study can provide a reference framework and advice for further researcher who will work on scaffolding instruction.