Research On The Application Of Scaffolding Instruction In The Writing Teaching Of Senior One

The idea of scaffolding instruction derives from the famous Soviet psychologist Lev Vygotsky’s theory of "zone of proximal development". It advocates that the guider should construct the "scaffolding" conceptual framework which can be understood by learners with respect to more complex questions, so that learners can gradually understand along with "scaffolding" on their own, and then grasp the more complex concepts. Therefore, scaffolding instruction calls for that teacher should be the guider while students are in the dominant position in the class, which exactly accords with the idea of new curriculum standard. The application of scaffolding instruction in daily classroom teaching, especially for writing teaching in high school is endowed with a particular advantage. First of all, with the deepening of the new curriculum reform, many hard working Chinese teachers are no longer satisfied with the traditional inculcative teaching method, so they gradually begin to seek for a teaching mode which is in favor of students to construct knowledge and gain an ability of lifelong learning. At the same time, the scaffolding instruction theory is widely spread in China; secondly, the scaffolding instruction is highly praised by teachers and students with its own superiority and its strong operability. Writing teaching in high school has many drawbacks:the teacher’s teaching idea and teaching modes are outmoded, just as "If students can’t find the interest from teaching, they will be unwilling to learn"; students’ improper writing method causes a bad effect and thus results in a fear; there is a severe imitation phenomenon, which roughly looks good on its literary grace, but actually it is exaggerated in contents. As a result, it also can get a high mark in the exam, which increases students’mentality of seeking quick benefit to a certain degree, so they only imitate or even extract excellent compositions in order to get a high mark rather than laying a solid foundation and fighting steadily. However, the proper application of scaffolding instruction theory can effectively make up for the defects of the traditional Chinese teaching in high school.Chinese writing teaching in high school under the scaffolding instruction theory is mainly studied in this paper from the four aspects. First of all, according to the reviews and analysis of the research results on the scaffolding instruction by both domestic and foreign scholars, this paper gets a more comprehensive understanding on the scaffolding instruction and puts forward its own point of view on this basis. Secondly, combined with author’s six years’studying results in the normal schools and one year’s teaching experience, main problems existing in Chinese writing teaching of high school and their causes are discussed. Then, the advantages, namely necessities of applying scaffolding instruction mode to Chinese teaching in high school are elaborated. Finally, under the guidance of the new curriculum standard, the paper researches the solutions based on the problems of writing, and proves the practicability of scaffolding instruction mode by using appropriate examples and analyzing the difference between the scaffolding instruction model and simple imitation.This paper attempts to demonstrate that the scaffolding instruction idea has a certain universality in Chinese writing teaching of high school on the basis of analyzing the connotation, characteristics, merits and possible obstacles of this idea in the actual teaching, and to form its own unique theory in this process of demonstration, so as to guide the actual teaching in the future.