The Application Of Scaffolding Instruction On English Writing In Rural Junior High School

Scaffolding instruction is based on constructivism theory.It originates from ‘the Zone of Proximal Development' put forward by Vygostky.It helps students achieve the construction of knowledge by appropriate scaffold.In this teaching method,students are the center of the teaching and teachers play a role as organizers and facilitators in the writing class.Students are able to acquire knowledge by themselves.Scaffolding teaching method has been widely used in western countries.Many researches are limited in the field of theoretical analysis in China.There are still few empirical studies which have been based on scaffolding instruction in Rural Junior High School.The students in rural junior high school whose parents went to city for work grow up with their grandma and grandpa.They never learn English in primary school.Most of them have a little t interest in learning English.English writing is the weakest part.The present research is designed to find out a new writing teaching method to inspire interest of students' writing and train ability of students' writing.In order to improve students' self-confidence and improve their overall ability in English writing.This essay adopts scaffolding instruction of English writing to the teaching of Rural Junior High School,the purpose is to answer to the following two questions:1)What are differences between scaffolding instruction and traditional teaching in English writing in rural junior high school?2)What can be solved by the scaffolding instruction in English writing in rural junior high school?The author took two classes as a subject and did research on scaffolding instructio n of English writing by means of questionnaires,pre-test,post-test and interview for one semester.The results of the study shows that English writing teaching based on scaffolding instruction solves the problem in writing and the students really show more confiden ce and interest in writing.The writer hopes that the conclusions of this research have so me meanings for English writing teaching in Rural Junior High School.Nevertheless,in view of the writer's limited knowledge,the conclusions of the study need a further disc ussion.