A Research On Construction And Application Of The English Reading Teaching Mode In Senior High School Based On The Theory Of Scaffolding Instruction

As the important content of English curriculum in senior high school,reading is an important way to improve students' reading skills and comprehensive language application abilities.The theory of scaffolding instruction provides a theoretical basis for construction of the English reading teaching mode in senior high school.This research is based on the theory of scaffolding instruction and guided by the theories of instructional design and the zone of proximal development.Firstly,through document research,questionnaire survey,interviews and classroom observations,some problems in English reading teaching and learning are found,such as insufficiency of self-regulated study,incomprehensive understanding of reading materials,less attention to learning process and non-intelligence factors.Then,this research analyses that the theory of scaffolding instruction accords with the characteristics of high school students' psychological development and has the suitabilities of the mode construction.So this research constructs an English reading teaching mode in senior high school which consists of three key elements: theoretical basis,teaching design,evaluation and reflection.This mode is based on the theory of scaffolding instruction.The teaching design includes the following three procedures--analysis of teaching objectives and characteristics of the students,creation of situations,scaffolding constructing and self-regulated learning.Classroom observation,portfolio assessment and formative evaluation are suggested as the main specific strategies for evaluation and reflection.To examine the effectiveness of this mode and to improve the mode further,an experiment has been carried out in Hantai Senior High School for a semester nearly.The results of the experiment shows that this mode has several positive effects on changing students' and teachers' roles into more scientific situation,cultivating interests,selfconfidences and thinking qualities of students and improving communicative abilities and comprehensive abilities more mffectively,but has no obvious effect on improving academic performance of the students who have difficulties in English reading learning.In conclusion,some enlightenments are concluded.Teachers should try to construct scaffoldings according to zones of proximal development,pay more attention to suitabilities of the scaffoldings,guide students to master the methods of constructing scaffoldings,build a relationship of cooperation and guide the development and migration of scaffoldings.By summarizing and reflecting,this research plans to do a further study of the strategies for giving dual attention to both majority and individuals of scaffoldings according to the different zones of proximal development at different levels.