The Analysis of Scaffolding Strategies in the Preschool Inclusion Class

• Main Authors: CHANG,SU-I, 張素儀
• Other Authors: Fu,Shiou-mei
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/47892805867641656888

碩士 === 國立臺中教育大學 === 早期療育研究所 === 96 === The purposes of this study were to analysis strategies in the preschool inclusion class for a child with metal retardation, including the strategy of scaffolding, the process of using the strategy and the influencing factors. Qualitative research method was employed to examine the research questions. To describe the categories of teaching strategies and application course, data was collected from two teachers through participant observation in a preschool inclusion class. The main findings of this study were as follow: 1. Nine Scaffolding strategies were identified in the theme“temple”: direct application, repeat, question-asking, hint, exercise, experience chart, decoration, the material’s providing and encourage and praise. 2. Scaffolding strategy was adjusted based on various teaching scenarios.The dynamic circle process was: the learning episode, assessment, strategy treatment, children’s feedback, evaluation and fading. 3. The following factors impacted on the teacher’s Scaffolding using： （1）the practical knowledge. （2）the expectation and cooperation of the students’ parents. （3）the other situations in the classroom.