初中英语小组合作学习中语言支架设计的困境与优化策略研究——以《When Is Your Birthday?》为例

A Study on the Dilemmas and Optimisation Strategies of Language Scaffolding Design in Group-Based Cooperative Learning in Junior Secondary School English—A Case Study of When Is Your Birthday?

摘要: 在新课程改革持续推进的背景下，小组合作学习已成为初中英语课堂中的重要教学组织形式，但语言支架的缺失使合作活动常常流于形式，制约了学生语言运用能力的发展。本文聚焦语言支架这一具体切入点，融合社会文化理论、社会互赖理论与动机理论，构建“任务结构–互动模式–评价机制–支持系统”四维分析框架，系统梳理初中英语小组合作学习中语言支架缺失的表现与成因，并以人教版七年级下册“生日”听说课为例，设计了一节强化语言支架、优化角色分工与多元评价的教学案例。在此基础上，本文进一步讨论了教学设计在实施过程中可能面临的现实挑战及其在不同教学情境中的适用性与局限性，并提出了后续课堂实践与行动研究的实施方案，为后续开展教学验证和持续优化语言支架设计提供理论依据与实践参考。

Abstract: Against the backdrop of the ongoing curriculum reform, cooperative learning in small groups has become an important form of classroom organisation in junior secondary English lessons, yet the absence of language scaffolding often reduces such cooperation to a superficial exercise and constrains the development of students’ language proficiency. Taking language scaffolding as a specific entry point, this paper draws on sociocultural theory, social interdependence theory and motivation theory to construct a four-dimensional analytical framework of “task structure - interaction pattern - assessment mechanism - support system”, and systematically examines the manifestations and causes of scaffolding deficiency in junior secondary English group-based learning. Building on this framework, the paper designs a lesson case based on the “birthday” listening-and-speaking unit of the PEP Grade 7 textbook, which strengthens language scaffolding, refines role allocation and introduces diversified assessment. The paper further discusses the practical challenges that instructional design may face during implementation, as well as its applicability and limitations in different teaching contexts. It also proposes implementation plans for subsequent classroom practice and action research, providing a theoretical basis and practical guidance for future teaching validation and the ongoing optimisation of language scaffolding design.