Application Of The Scaffolding Instruction To English Reading Teaching In Senior High Schools

Reading,as an important input skill in listening,speaking,reading and writing and an important means of testing students’ comprehensive language ability,plays an important role in high school English teaching.At present,there are some disadvantages in high school English reading teaching,such as the unitary teaching method of English reading,students’ lack of discourse knowledge and cultural awareness of reading and so on,which make the requirements of the new curriculum standards for English reading teaching not realized well.However,Scaffolding Instruction can make up for the deficiencies of English reading teaching in high school due to its advantages such as the diversification of scaffolding construction,the autonomy of knowledge construction and the situational learning atmosphere.Therefore,this study tries to apply the Scaffolding Instruction to English reading teaching,aiming to stimulate students’ interest in English reading,improve their reading autonomy,cultural awareness and discourse knowledge.According to the theory of Constructivism and the Zone of Proximal Development,the thesis takes a certain High School in Xiangtan City,Hunan Province as research object and adopts the questionnaire survey method,interview method and test method to discuss how to apply Scaffolding Instruction to English reading teaching in senior high school.This research will focus on the following questions: 1.How to specifically combine the Scaffolding Instruction with high school English reading to design English reading teaching in senior high school? 2.In what aspects is it effective to apply the Scaffolding Instruction to English reading teaching in senior high school? Based on the teaching practice of Scaffolding Instruction in high school English reading teaching and the reading requirements of English Curriculum Standards for General High School(2017),this thesis proposes the design principles of Scaffolding Instruction and concretely shows the application process of Scaffolding Instruction in high school English reading teaching.Then,according to the above instructional design principles and ideas,this study lasted for four months.In the practical application of Scaffolding Instruction,the author takes the specific reading text as an example and elaborates the research object,research process,preparation stage and implementation stage of the application.Finally,this thesis objectively analyzes the effect of Scaffolding Instruction applied to high school English reading teaching,and puts forward suggestions for improvement in view of the problems of teaching.The results show that the application of Scaffolding Instruction to high school English reading teaching has improved the existing problems in high school English reading teaching.First,through the comparative analysis of the scores before and after the English reading test of the experimental class and the control class,it is found that the scores of students have been improved to some extent.Second,questionnaires and interviews are conducted with students through classroom practice,and it is found that students’ reading interest and reading autonomy have been improved to some extent,and students’ reading cultural knowledge and reading discourse knowledge have been enhanced to some extent.The application of the progressive Scaffolding Instruction to high school English reading teaching has a positive effect on promoting students’ learning.In addition,based on the research results of teaching practice,this study objectively reflects on teaching design and puts forward suggestions for improvement,so as to apply Scaffolding Instruction to senior high school English reading well.