| Reading is an important tool to obtain information and is one of the main approaches to developing students’ English learning ability. So among the four basic language skills teaching,which are listening, speaking, reading and writing, reading teaching is always an important and difficult part in senior high schools. Under the guidance of the new curriculum reform, reading teaching gradually focuses on the cultivation of students’ ability of using knowledge. So Scaffolding Instruction has been gradually applied to classroom teaching in recent years. Taking the above into consideration, the author has carried out an empirical research on students of Senior I in AKsu Experiment High School to explore whether Scaffolding Instruction can improve students’ reading grades and promote students’ reading interest.The author made a lot of study on Scaffolding Instruction by reading, learning and researching literature reviews. The author carried out the five links of Scaffolding Instruction(providing scaffolds, entering the situation, independent explorations, collaborative learning, application of evaluation) throughout English reading teaching in Senior I of AKsu Experiment High School. Class 6 is the experimental class and Class 10 is the control class. After a one-term experiment and survey research, the author has drawn the conclusion that under Scaffolding Instruction teaching, students’ reading ability can be improved and their interest in English reading can be promoted as well in AKsu Experiment High School.The thesis consists of five chapters. Chapter one states the background and significance of the research. Chapter two presents core definitions and relevant theories and the current studies of Scaffolding Instruction. Chapter three introduces how the research and the experiment are conducted. Chapter four analyzes the data of the research. Chapter five is the conclusion. At the end, the author reflects the merits and demerits of the research. |
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