The Experimental Research Of Scaffolding Teaching Method In The Teaching Of English Writing In Senior High School

English writing,a process of internalized and creative thinking activity,reflects a student's comprehensive English learning. English writing plays a crucial role in the national college entrance examination, accounting for about 20%, second to the reading part. However, nowadays most teachers merely adopt the teacher-centered traditional teaching method and some even don't give writing lessons, thus leading to students copying some words and phrases from the reading materials and hindering their improvement in English writing. Therefore, it is a great challenge to improve the current situation,especially the teaching methodology.Scaffolding Instruction, originating from the Zone of Proximal Development of Vygotsky, is a new teaching model that advocates student-centered learning on the basis of Constructivism theory. The author designed the writing procedures in combination with Scaffolding Instruction and Krashen's Input Hypothesis as follows:setting up scaffolds-entering the scene-independent exploration——group work——evaluation.The research is about putting Scaffolding methodology into wring lessons. After the 16-week research, two major findings can be proved. Firstly, with the aid of vocabulary scaffolding, syntax (sentence structure) scaffolding and discourse scaffolding, students' writing ability is actually polished up from the aspects of vocabulary, syntax and discourse. Secondly, the Scaffolding Instruction can arouse the students' interest and raise their awareness of the importance of English writingAfterwards, the author collects and analyzes the data of pre-test and post-test results and the questionnaire, finally confirming the experimental hypothesis that the Scaffolding Instruction enhances the proficiency of the students' writing ability and stimulates their interest with a positive attitude to English writing. At last, the author gives some guidance on the teaching of writing to teachers and also reflects on the shortcomings of this experiment. Meanwhile, the author hopes that this research can change the current situation and improve some teachers' English writing concepts and students' level in writing in practice as well.