定义：在学习过程中给予学生支持，旨在帮助学生达到他 / 她的学习目标。这个学习过程旨在促进更深层次的学习。
These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching.
These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge.
支架类型：
从具体措施角度
soft scaffolding（teacher circulates the room and converses with his or her students）
hard scaffolding
Reciprocal scaffolding（involves a group of two or more collaboratively working together. In this situation, the group can learn from each other's experiences and knowledge. ）
Technical scaffolding（computers replace the teachers as the experts or guides, and students can be guided with web links, online tutorials, or help pages）
从另一个角度
Directive/supportive scaffolding
wisdomqin
commented
5 years ago
要点
定义：在学习过程中给予学生支持，旨在帮助学生达到他 / 她的学习目标。这个学习过程旨在促进更深层次的学习。 These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge.
支架类型： 从具体措施角度 soft scaffolding（teacher circulates the room and converses with his or her students） hard scaffolding Reciprocal scaffolding（involves a group of two or more collaboratively working together. In this situation, the group can learn from each other's experiences and knowledge. ） Technical scaffolding（computers replace the teachers as the experts or guides, and students can be guided with web links, online tutorials, or help pages） 从另一个角度 Directive/supportive scaffolding
应用
在线的支架式教学 使用的支架类型：概念性支架、程序性支架、策略性支架、元认知支架
研究表明，当学生在基于计算机的学习环境(CBLEs)中学习复杂的主题时，在没有支架的情况下，他们表现出调节学习的能力较差，并且未能获得对该主题的概念性理解。 因此，研究人员最近开始强调在 CBLEs 中嵌入概念、程序、策略和元认知脚手架的重要性。还有研究表明，在线学习过程中支架的支持能够提高学习者参与积极性以及增强学习者的学习共同体意识（通过元认知支架促进反思实现）。 「覃：联想到开智信息分析线上课程中支架的重要性，比如提供了一套在线协作完成大作业的最佳实践、不断提醒我们反思学到了什么以及如何通过实践将知识内隐」
参考资料
维基百科“Instructional scaffolding”：https://en.wikipedia.org/wiki/Instructional_scaffolding
扩展：
Reingold，Rimor 和 Kalay 列举了七种元认知支架机制： Instructor's Scaffolding in Support of Student's Metacognition through a Teacher Education Online Course ─ A Case Study.pdf