A Study On The Application Of Scaffolding Instruction In English Reading Teaching In Rural Junior Middle School

English reading as a vital way of information input plays an important part in English learning.However,there are still some problems in English reading teaching,especially in the rural middle school.Many rural English teachers only pay attention to words,sentence patterns and grammar,ignoring to cultivate students’ reading interest and skills.And the traditional English reading teaching method has hindered the development and improvement of students’ reading ability.Besides,a good teaching atmosphere and teacher-student interaction relationship cannot be founded.The scaffolding instruction can solve the above problems effectively.In the scaffolding instruction,the teacher first builds scaffolds according to teaching contents and students’ proximal zone of development;then the teacher helps students enter the teaching situation;next,the teacher withdraws scaffolds with the improvement of students’ problem-solving ability;finally,students can master new knowledge by exploring independently and learning cooperatively.In order to demonstrate the effectiveness of scaffolding instruction model,the author tries to apply the scaffolding instruction to English reading teaching in Yanzhen Junior Middle School.The research focuses on the following three research questions:(1)Can the application of scaffolding instruction improve rural middle school students’ English reading interest?(2)What effects does the application of scaffolding instruction have on rural middle school students’ reading skills?(3)How does the application of scaffolding instruction affect the English reading achievements of rural middle school students?There are 104 students selected from Grade Eight in Yanzhen Junior Middle School as research subjects.The author takes class one as the controlled class and class two as the experimental class.The traditional teaching method is applied to the controlled class and the scaffolding instruction is used in the experimental class.The experiment lasts nearly four months.In order to get real and reliable experimental results,the research adopts the scientific research instruments,such as questionnaire,test,interview and SPSS software.Before the experiment,the author conducts pre-questionnaire of which purpose is to learn all students’ current interest,attitude toward English reading,views towards reading skills and current teaching method.After finishing the pre-questionnaire,all students are requested to take part in a pre-test;therefore the author can get a basic knowledge about the current students’ reading achievements.Then the author sets out to do the teaching experiment.After four months,all students are asked to take part in a post-test.After the post-test,the author conducts the post-questionnaire for the purpose of demonstrating whether students’ interest and views towards reading skills are improved.Then the author chooses 8 students randomly from the experimental class to do a face-to-face interview.Next,the author analyzes all data by means of SPSS software.At last,the author makes a further analysis and discussion about the experimental results.The research results show that the application of scaffolding instruction in English reading teaching in the rural junior middle school is effective.Firstly,the scaffolding instruction can enhance rural middle school students’ English reading interest.Secondly,the scaffolding instruction is helpful for rural middle school students to focus on and master English reading skills.At last,the scaffolding instruction can improve rural middle school students’ reading achievements.