An Application Of Scaffolding Instructional Model In Topic-based English Writing Teaching In Senior Three

Language, which is a tool used by people to communicate with each other, plays an important part in our life. The purpose of language learning is to cultivate the learners'ability to communicate with others and to achieve the goal of communication. In the 21st century, with the development of globalization, English has become one of the most widely used languages in the world. To write in English is an important skill which the English learners need to master. How the learners use English to express their thoughts and emotions reflects their mastery and proficiency in this language. In the college entrance examination, English writing is an important part and takes up to 25 points.Therefore, people, especially high school teachers, can not ignore writing teaching in high schools. English writing teaching is the most important part in high school English teaching. However, in the actual teaching process, because the teachers are poor in understanding of the theory of writing teaching and systematic teaching instructional methods, English writing teaching is often regarded as a weak link.This paper first analyzes the two problems: the problems in English writing teaching in high schools and the problems of high school students' English writing.Through the analysis, it is found that in the traditional writing teaching model, teachers often fail to help students to obtain the basic knowledge of writing effectively. Lacking the environment of English writing and writing motivation, high school students often finish their writing half-heated, which makes it difficult for them to improve their writing ability. Based on this situation, this paper tries to apply the Scaffolding Instructional Model in topic-based writing teaching, whose purpose is to verify the validity of Scaffolding Instructional Model in writing teaching in Senior 3.The experiment is proceeded in Zhaoqing Baihua Middle School, Guangdong Province. The target students are from Grade 3, Class 1 and Grade 3, Class 7. These two classes are parallel classes in science and the number of them are the same. The experiment lasts from October 2015 to April 2016, for a period of 20 weeks. This paper tries to verify the following three questions:(1) Compared with the traditional writing teaching model, can Scaffolding Instructional Model more effectively stimulate the interest of senior high school students?(2) Compared with the traditional writing teaching model,can Scaffolding Instructional Model more effectively improve the ability of Senior Three students to apply the vocabulary related to the topic to their writing?(3) Compared with the traditional writing teaching model, can Scaffolding Instructional Model more effectively improve the writing ability and level of Senior Three students?Class 1 is designed as the experimental class, in which Scaffolding Instructional Model will be applied. Class 7 is designed as the control class, in which the traditional writing teaching model will continue to be used. Two writing tests and questionnaire surveys will be conducted before and after the experiment. From the data, it can be concluded that, compared to the traditional writing teaching model, Scaffolding Instructional Model is a more effective teaching method. Scaffolding Instructional Model can stimulate students' interest and motivation in writing, expand students' thinking and improve students' writing ability. Although there are some limitations and some problems in this study, in the long run, it is effective for high school teachers to apply Scaffolding Instructional Model to their teaching.