Application Of Scaffolding Instruction In English Vocabulary Teaching In Senior High School

Under current social conditions,scaffolding instruction is one of the mature learning methods under the guidance of constructivist theory and the zone of proximal development,and it has broad adaptability.This teaching method has attracted the attention of many scholars in recent years.Relevant research at home and abroad shows that the scaffolding instruction can help students complete the construction of knowledge by providing students with knowledge and thinking framework.The scaffolding instruction relies on the communication between students and teachers,as well as the communication between the more capable students,in addition to the students’ own observations to gain learning experience,through communication to determine the level of knowledge and thinking of students,and their proximal developmental zone,on the platform of students’ original knowledge and experience,stimulates their learning motivation,mobilizes their internal learning motivation,and promotes the construction of students’ knowledge and ability at a higher level.Three research methods are used in this research,such as literature research method,questionnaire survey method,and experimental method.The subjects for 16-week teaching experiment are 100 senior one students of two parallel classes of Yan’an Middle School which is a key middle high school in Yan’an City.Among them,Class 1 Grade 10 is selected as an experimental class,and the English vocabulary teaching is carried out under the guidance of the scaffolding instruction;Class 2 Grade 10 is the control class,and the traditional vocabulary teaching method is adopted for teaching.This study aims to verify two hypotheses: first,Compared to traditional teaching methods,English vocabulary teaching under the guidance of scaffold theory can effectively improve the English vocabulary scores of high school students;second,vocabulary teaching under the guidance of scaffold theory can effectively improve the senior highs’ English vocabulary learning strategies.The pre-test results showed no significant differences in Englishvocabulary between the two classes.After 16 weeks of experiment,the author used independent sample T test and paired sample T test to analyze the vocabulary test data and scale data before and after the collected experiments.The results show that the vocabulary level of the experimental class students is significantly better than the control class students;In addition,after the experiment,the vocabulary learning strategies of the experimental class students also improved significantly compared with the experiment.Based on the results of relevant data analysis,this study draws the following conclusions:High school English vocabulary teaching based on the theory of scaffolding can not only effectively improve the English vocabulary scores of high school students,but also effectively improve the use of English vocabulary learning strategies for high school students.Therefore,the author puts forward corresponding teaching suggestions for high school English vocabulary teaching from all aspects of teaching,in order to provide useful reference for the implementation of scaffolding teaching method in high school English vocabulary teaching.