An Experimental Study On The English Teaching In Junior Middle School Based On Scaffolding Instructional Model

English teaching in junior middle school plays a very important role on thewhole process of English education, which has a profound influence on students’further study. The teaching model a teacher adopting in the classroom is also of greatsignificance on the teaching effect. In our country, English teaching models applied injunior middle school has experienced some reforms but there still exist somelimitations among them. Thus we should make great efforts to move forward ourteaching models by having new exploration and making some adjustments accordingto the current teaching situation. In recent years, the new curriculum reform has takenplace in our country，which brings more demanding requirements to the Englishteaching in middle school. Therefore, English teachers need to select suitable teachingmodels to improve teaching based on their practical condition and only in this waycan they fulfill the teaching mission of the new age.Scaffolding instructional model is a new teaching model based on theconstructivism theory and the theory of zone of proximal development. It has beenverified to be an effective teaching model not only at abroad but also at home. In thefield of English teaching, by applying the scaffolding instructional model someachievements have been made and its advantages also have been recognized. It helpsstudents to construct a knowledge framework and builds a bridge between the newknowledge and the old one hence students can master knowledge systematically.However, the present exploration and researches on applying this advanced teachingmodel in middle school for English teaching is seldom. Therefore, it makes greatsense to put it into practice and have an exploration in junior middle school. Throughteaching experiment, we are able to gain some enlightenment from this new teachingmodel.Based on the theoretical framework and the procedures of scaffoldinginstructional model, the author chooses two intact classes of grade eight in a commonmiddle school of Huizhou to conduct a teaching experiment for half of a semester (about10weeks). The empirical research is going to find out whether scaffoldinginstructional model shows better effect in helping teachers to improve Englishteaching in contrast with the traditional teaching model and what attitude studentshold towards this new teaching model. Before the experiment, by collecting thestudents’ English scores of the final exam of last term, the author uses SPSS13.0toconduct independent T-test.The result shows that the students in the two classes haveno significant difference and they are homogenous before the teaching experiment.During the ten-week experiment, the author employs different teaching model on theexperimental group (EG) and the control group (CG), to the former applyingscaffolding instructional model and to the latter adopting traditional teachingmodel(3P teaching model). The learning tasks and material as well as the courses arekept the same in these two classes. After the experiment, students are going to taketheir mid-term exam of grade eight and this exam is used as the post-test. Alike, theauthor uses SPSS13.0to conduct independent T-test. The result shows that after theteaching experiment, the difference between the two groups is significant and studentsin experimental group make more progress, which reveals that scaffoldinginstructional model shows better effect in helping teachers to improve students’English compared with the traditional one. To find out what attitude students holdtowards these two teaching models, a questionnaire is also employed.The findings of the study indicate that scaffolding instructional modelcontributes more to teachers to improve students’ English in junior middle school,therefore its advantages is worth learning and absorbing. What is more, comparedwith traditional teaching model, this new teaching model gains more popularityamong students and it is more acceptable by them. Scaffolding instructional modeloverwhelms the traditional one in many aspects, such as stimulating students’learningmotivation, setting up their confidence as well as creating a good learningenvironment and so on.