A Study On The Application Of Scaffolding Theory In High School English Argumentative Text Instruction On The Basis Of Constructivism

In recent years of 21st century, sorts of ideologies of instruction have been accepted by more and more pedagogues in China. However, it usually goes like "the same old stuff with a different label" in actual practice. At the same time, in EFL, once a single teaching model is adopted, usually, it will be applied in teaching text of all styles. Scaffolding instructions help students understand the concept of specific information and instruction of knowledge by providing a conceptual framework. It is widely applied in the teaching fields of math, science, and Chinese, but the application of English teaching is relatively rare. After reading a lot about researches on scaffolding instruction, the author found that the core of scaffolding instruction lied in the using of context, cooperation and dialogue to making best use of the initiative and enthusiasm of students, with students in the very center. This is precisely in agreement with the features of English argumentative text instruction in high school, like the guidance of teachers, learning-participation and individual views building.Based on the feasibility and necessity of applying scaffolding instruction to argumentative text teaching, this paper tries to make a research on the applying of this instruction in English argumentative text in high school and make an analysis of the feasibility and effectiveness in their specific practice, in the hope of giving some valuable enlightenment to the current curriculum reform in high school. And the following research questions are raised:1) Does scaffolding instruction take positive affects on students'performance in English Argumentative text learning?2) Do senior-middle—school students hope to get scaffolding in their English study?Therefore, the author chose two paralleled classes with 80 students from a senior high school in Zhengzhou for 10 weeks to make an experiment. The study mainly consists of the following steps: pre-test, post-test and questionnaires. At the end of the experiment, the author collected and processed the relevant data by SPSS, to prove the effect of the instruction applying in English argumentative text instruction in high school. The following conclusions are made:1)Scaffolding instruction take positive affects on students'performance in English Argumentative text learning. 2)The majority of the subjects hope to get scaffolding in their English study.According to the experiment result, the effect of the instruction applying in English argumentative text instruction in high school is clear-cut。In the end of the paper, on the basis of data analysis, the author proposed some opinions of the experiment for further study and exploration.