An Empirical Study Of Application Of Scaffolding In English Reading Teaching In Senior High School

The Senior High School Curricular Plans and Standards(2017 ed.)(hereinafter referred to as New Curricular Plans and Standards)focuses on the cultivation of students’ core qualities in English teaching,which is conducive to promote the development of quality education.The “scaffolding’’ theory embodies the educational concept of “teacher as a facilitator in a student-centered classroom’’,which meets the requirements of The Senior High School Curricular Plans and Standards(2017 ed.)for cultivating students’ core qualities.Its practicality is also of far-reaching significance and is highly valued by educational scholars.Based on the theory of constructivism and zone of proximal development.questionnaire surveys,tests and interviews under the guidance of “scaffolding” theory as the main research methods.The teaching experiment starts in September 2020 and ends in December 2020 for a period of three months.The subjects of the experiment are 100 students in two classes of a middle school in Yan’an City.The following two questions are addressed: 1)What is the overall English reading level of senior high school students? 2)What is the impact of English reading teaching under the guidance of“scaffolding” theory on students’ reading ability?The study finds that high school students’ English reading self-awareness and use of English reading strategies are in good condition.However,there are still some students who have a negative attitude towards English reading and are not sure about the practical use of English reading strategies.After a semester of follow-up visits,the experiment finds that under the guidance of the “scaffolding” theory,the overall situation of high school students’ English reading level has been improved.High school students have shown strong enthusiasm in self-awareness and have realized the efficient application of reading strategies.At the same time,the theory also improves students’ reading ability.From the comparison of the test papers before and after the test,it is found that the students’ English reading performance has improved significantly.From the post-test questionnaire,the students’ English reading self-awareness has changed significantly,and the students have shown great passion for English reading.The results of students’ reading strategy use also clearly show that students can use English reading strategies completely.Under the three-month scaffolding teaching experiment research,it is found to be helpful for the students in the experimental classes to learn reading,and it is affirmed that it has a positive role in promoting English reading teaching in high schools.It fully reflects that learning is a knowledge construction activity completed by the cooperation and interaction of learners and assistant scholars.The research results are expected to provide certain reference value for case design and teaching effect research of“scaffolding” theory in high school English reading teaching.