The Application Of Scaffolding Instruction In Middle School English Grammar Teaching

Cultivating students' autonomy,collaboration and inquiry skills is the basic tenet of the new curriculum reform.This purpose coincides with the Scaffolding Teaching under the guidance of constructivism,which takes students as the center and teachers as the guidance,cultivates students'initiative and enthusiasm in learning,fully demonstrates the status of students' cognitive subject,provides different learning scaffolds for students,and helps students to "learn".At present,there are many problems in the teaching of English grammar in junior high school.The classroom of grammar teaching is relatively dull and boring,and the enthusiasm of students to learn is not 50 high.Therefore,this thesis combines the scaffolding teaching mode with the junior middle school English grammar classroom,and explores the teaching design and practice of scaffolding teaching in the junior middle school English grammar classroom.The main content of the thesis consists of five parts:The first part describes the research background and elaborates the content,purpose,significance and method of the research.The second part defines the related concepts such as bracket and bracket teaching,and elaborates the relevant theoretical basis of this research.The third part uses the questionnaire survey method and interview method to analyze the current situation and problems of junior middle school English grammar teaching.The fourth part further validates the effect of this method in teaching application through a series of teaching practice activities.The last part gives summary and reflections.According to the results of the research,it can be seen that the scaffolding teaching is suitable for the needs of the current education system reform,and can fuJJy mobilize the students' interest and motivation for learning,and improve the students' ability to learn independently.Due to the limitation of time and other factors,the specific application effect of this method in teaching practice needs further verification.