An Experimental Study On Scaffolding Instruction In Senior High School English Reading Teaching

Reading not only equips students with rich language knowledge but also provides them with diverse cultural knowledge.That is pointed out in New Curriculum Standard.However,the current reading teaching situation is that the teacher acts as a translator in Chinese when students read in English and that the teacher checks answers when students finish reading exercises.Their reading purpose is just to have high marks.Obviously,it is urgent to change this situation and to seek an efficient reading teaching method.In Scaffolding classrooms,students can connect the new knowledge with their previous learning and life experiences in the teaching situation set by the teacher.It annihilates the “cramming” mode,which makes it sensible to put Scaffolding Instruction into use.As is seen from the analysis of NMET in the recent three years,students have made fewer achievements in reading,especially in inferring the author's purpose and attitude,though the overall English level has improved.With an attempt to handle the problem,the author will conduct an experimental study on Scaffolding Instruction in Senior High School English reading teaching.The research hypotheses are whether Scaffolding Instruction can arouse the senior high school students' reading interest,and whether Scaffolding Instruction can improve the students' reading sub-skill—inferring the purpose or the attitude of the author.The first hypothesis will be studied by collecting and analyzing the data from questionnaires and interview.The other will be demonstrated by making analysis of the data collected from the pretest and posttest.The participants of the experiment are 100 students from two parallel classes in Grade 11 in an ordinary school in Qinhuangdao,Hebei Province.The study lasts about four months,from April,2017 to September,2017.The teacher conducts Scaffolding Instruction in the experimental class while in the control class the teacher continues performing the traditional teaching method.On grounds of the analyses of the data from the questionnaires,interview and tests,the study manifests that Scaffolding Instruction can promote students' reading ability especially in inferring the author's purpose and attitude and that students show more interest in Englishreading.In a word,Scaffolding Instruction can better the current reading teaching situation.