Study Of High School English Writing Teaching Based On Scaffolding Theory

English writing is a very important language output skill.It is a form of communication in which people use English for expressing their meanings.If students can use the form of writing to communicate in their study and life,they can fully experience the extensive utility of writing and they can take interest in writing,and have a great passion for learning.However,the current situation of high school English writing teaching is not optimistic,and students don’t have sufficient confidence and high interest in writing.Writing teaching is a relatively weak link in the whole English teaching.Based on the present situation of English writing teaching in senior middle school,some experts,scholars and teachers use some new language teaching theories or language teaching modes from China and abroad to make some significant theoretical exploration and practical demonstration in English writing teaching in senior high school.Scaffolding Teaching Mode in the senior high school English writing is among them.This teaching mode attaches great importance to students’ learning process,pays more attention to the cultivation of students’ writing thinking and writing habits,and emphasizes student-centeredness.It is hoped that this study can have a positive impact on writing attitude,writing emotion and writing ability of high school students,improve teaching methods and teaching process,and push them to polish up writing emotion,so as to improve their English writing level further.In the course of the study,the literature methodology is used to carry out theoretical research,and to comb and summarize basic concepts,theoretical basis,basic structure,guiding principles and the current situation of being applied to writing teaching research,which lays the foundation for further research.On this basis,the research process is designed and empirical studies are carried out.Before starting practical teaching,a questionnaire survey and a writing test are conducted to learn about the present situation of writing teaching in senior high schools,analyse students’ learning situation,make teaching objectives and perform teaching design.Then,during the teaching practice the interview and classroom observation are used to grasp the teaching process dynamically.After the teaching practice,the questionnaire and a writing test is carried out again to compare,and then the data accumulated during the pre-practice and post-practice questionnaire and writing tests is analyzed to verify the effectiveness and feasibility of the application of the scaffolding theory in senior high school English writing teaching.It is found that the Scaffolding teaching mode of high school English emphasizes students’ inner factors in class learning,so it can enhance high school students’ interest in writing,help students have a right wring attitude,and develop good writing habits.At the same time,the teaching mode makes full use of construction and extraction of scaffold to cultivate students’ thinking ways and help them form good writing habits.What’s more,this teaching mode also improves the teaching efficiency to a certain extent and improves students’ writing performance and writing ability,which demonstrates its effectiveness,feasibility and practicality in teaching practice in a more intuitive way.Therefore,I hope this research can provide some references for the current teaching practice of English writing in senior high schools,and provide some inspiration for further researchers.