Xinxin Luo

International Chinese language education has introduced the concept of constructivism, but the actual classroom teaching is still constrained by the examination-oriented summative evaluation. This article believes that Vygotsky's zone of proximal development theory can provide an effective framework for solving this problem. Based on the concept of scaffolding, this article proposes three interrelated directions based on ZPD teaching, namely diagnosis learners' zone of proximal development, scaffolding with planned fading, and dynamic assessment. The framework of the integration of the three can be used as a reference for international Chinese teaching. This article is a conceptual research and does not provide empirical verification. It aims to provide a theoretical basis for future research and practice.

Zone of Proximal Development (ZPD); scaffolding; exam-oriented assessment; international Chinese language education

[1] Vygotsky,L.S.,&Cole,M.(1978).Mind in society:Development of higher psychological processes.Harvard university press. [2] Bruner,J.S.(1960).The process of education.Harvard University Press. [3] Kritt,D.,&Budwig,N.(2022).The future of constructivist education.Human Development,66(4-5),295-309. [4] Liang,Y.,&Li,Z.(Eds.).(2025).Diversity and inclusiveness in Chinese as a second language education.Taylor&Francis. [5] Hsiang,T.P.,Graham,S.,Liu,X.,&Zhou,Z.(2023).Teachers’beliefs and practices in textbook selection and use when teaching Chinese as a second language.Reading and Writing,36(7),1651-1684. [6] Gao,X.(2023).Technology-Enhanced international Chinese education:an overview.International Journal of Chinese Language Teaching,4(3),1-11. [7] Gong,Y.F.,&Lai,C.(2024).Teaching and learning Chinese as a foreign or second language:the educational psychology perspective.Frontiers in Psychology,15,1333836. [8] Alghamdy,R.Z.(2023).English teachers’practice of classroom discourse in light of zone of proximal development theory and scaffolding techniques.Journal of Language Teaching and Research,15(1),46-54. [9] Wood,D.,Bruner,J.S.,&Ross,G.(1976).The role of tutoring in problem solving.Journal of Child Psychology and Psychiatry,17(2),89–100.

点击下载PDF