The Application Of Scaffolding Instruction In High School English Writing

Writing is an important part of English, and it’s one of the abilities ofcommunication that students must need. However, there are many problems in thewriting process. The students and teachers don’t pay much attention to the Englishwriting, and the high school students’ writing is not so good. So, how to improvestudents’grades is becoming an urgent and challengeable task.Scaffolding teaching is a specific teaching method based on the ConstructivistTheory. This method includes five steps, namely building the scaffolding, exploringindependently, learning with cooperation, and evaluating the leaning effect. The authorapplied the Scaffolding teaching method to the teaching of English writing in Highschool for eight weeks. The author tries to test whether scaffolding method stimulatesstudents’interest in writing, and improve students’ proficiency in English writing.At the beginning, the paper briefly introduces the background, purposes and thesignificant of this research, and it also introduces the problems of high school Englishwriting. Then the research briefly describes the scaffolding teaching method both athome and abroad. And the research also briefly introduces the definition, principles andfeatures of the scaffolding teaching method. At the same time, it introduces the relevanttheories of the scaffolding teaching method: the constructivist theory, zone of proximaldevelopment and input hypothesis. Finally, the author uses the experiment to test thescaffolding teaching method and get the conclusion that it can improve students’gradesand stimulate students’ writing interest. The author picks up two classes for thisexperiment, they belong to Qingzhou Experimental high school, Shandong. They areclass twenty one－the comparative class and twenty two－the experimental class, andthey are grade one. There are sixty students in class twenty one, while sixty onestudents in class twenty two. The experimental class uses the scaffolding teachingmethod, while the comparative class uses the traditional method. The author collectsthe data of experimental tests both before and after the experiment and then analyzesthe data using the Excel to test the feasibility of the scaffolding teaching method in the teaching of English writing in high school. At the same time, the author also analyzesthe questionnaire, and finally confirms the experimental hypothesis that the scaffoldingteaching method can stimulate students’ writing interest and improve students’ gradesin English writing. At the end of this paper, the author gives some guidance on theteaching of writing to teachers and also reflects on the shortcomings of this experiment.