The Guidance Of Constructivism Scaffolding Theory To English Writing Classes In The Senior High Schools

English writing,as a standard to test students' English comprehensive competence,is taken as an important task with great significance in senior middle school English teaching.Writing is a most important method for language output,it is also an effective manner for evaluating learners' learning effect.However,English writing teaching is a weak part of senior middle school English teaching.In writing teaching,phenomenon like emphasizing on results and ignoring process,emphasizing on knowledge and ignoring skills,emphasizing on conclusion and ignoring feedback are common.Hence,how to improve senior middle school English writing teaching practicability to enhance students' English writing abilities becomes an important topic which requests senior middle school English teacher's deep research.Bases on this teaching situation,constructivism theory-based scaffolding teaching mode begins to enter into the scope of teaching theory research,and it gains wide attention through its advantages in teaching process controlling and sitcom setting as well as cooperative exploration.In the teaching theory research field,scaffolding teaching mode is one of the core teaching modes based on constructivism theory,it is originated from former Soviet psychologist Vygotsky's Zone of Proximal Development theory.For senior middle school English writing teaching,students' writing skills and comprehensive English language application competences can be effectively improved by applying the constructivism scaffolding teaching mode in English writing teaching to conduct scaffolding for students and create chances for cooperative writing in groups.This thesis aims at applying the constructivism scaffolding teaching in English writing teaching to explore whether it can improve senior high school students' writing expression level.The writer adopts the method of pre-test and post test and interview by taking two natural classes of grade ten from middle school.Before experiment,this thesis gives pre-test in the two classes to find that there is no distinct difference in English writing level.This thesis takes one class as experiment class and another one as the controlling class.The writer will apply the scaffolding teaching method in the experiment class,while controlling class adopts the traditional English writing teaching method.The whole experiment lasts for one term.After the research experiment,this thesis takes the final examination as post test.The writer gives analysis and comparison about pre-test and post test composition scores as well as scores dispersion degree and fluency,and summarizes the interview result.The experiment result proves that the experiment class' s English writing expression level improves through one-term scaffolding teaching,it also proves the feasibility and effectiveness of scaffolding teaching in senior middle school English writing teaching.This research is a trying of exploring the function of constructivism scaffolding teaching mode application on English writing teaching,the research result verifies the application of scaffolding teaching theory in distinctly improving English writing competence.