| Summary: | 碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 95 === The purpose of this study was to analyze an elementary school English teacher’s applications of scaffolding strategies on teachings. The scaffolding strategies were developed based on Vygotsky’ s sociocultural perspective and scaffolding concept of Wood, Bruner and Ross.
Qualitative research methods were employed in this study to examine the teachings of an elementary teacher. Related factors, teaching strategies, and application processes corresponding to scaffolding strategies were investigated through observations, interviews, and documentary analysis.
The main findings of this study are:
1.Fourteen different scaffolding strategies are employed, such as “focusing the attention”, “making an analogy by the meaning of vocabulary”, “looking for resources to solve problems”, and they are classified into three categories—attention scaffolding, cognitive scaffolding, and meta-cognitive scaffolding.
2.Part of the scaffolding strategies adopted are for subject specific, for example, “making an analogy by the meaning of vocabulary” is for English subject.
3.The scaffolding strategies are practiced through several habitual teaching behaviors of the teacher, like questioning, explaining and directing.
4.Dynamic regulation processes appeared in the employment of the scaffolding strategies on various teaching scenarios. For instance, the teacher adopts the strategy of “examining the grammar in a sentence” on different occassions.
5.The teacher adopts various scaffolding strategies depending on various instructional needs, including the type of teaching contents, the difficulty of the contents, the teaching goals, the background knowledge of a student and individual differences.
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