On The Teaching Of Senior High School English Writing From The Perspective Of Scaffolding Theory

English writing,as one of the four basic skills in senior English learning,is an effective approach to studying the English language and a vital indicator for evaluating EFL students' comprehensive language competence as well.Moreover,it's the most challenging part in English teaching.Despite the improvement in the teaching of English in secondary schools,English writing teaching remains comparatively unsatisfactory.In view of this,many experts and teachers have been trying to introduce new theories and new teaching methods to English writing teaching in senior high schools,among which Scaffolding Instruction Theory is a very important one.Based on Constructivism and the theory of "Zone of Proximal Development"(ZPD),Scaffolding Instruction attaches great importance to the learning process and underlines that classroom teaching should be student-centered.In the course of teaching,teachers are expected to provide suitable"scaffolds" to stimulate students' learning interest,cultivate their ability to explore cooperatively,and finally achieve the goal of improving their academic results.This thesis attempts to explore how Scaffolding Instruction can be applied to senior high school English writing class and what influence it may have on students' English writing attitudes and abilities,thus accordingly putting forward some feasible advice to current English writing teaching in senior high schools.The author first reviewed the theories and researches related to Scaffolding Instruction,and then designed a one-semester teaching experiment accordingly.82 senior two students from Class 8 and Class 9 in Jinsha Senior High School were chosen as the research subjects for the experiment.Class 8 was regarded as the experimental class where Scaffolding Instruction Method was employed while Class 9 was regarded as the controlled class where traditional teaching method was adopted.To prove the hypothesis,a variety of research methods were used in the study,including test,questionnaire,classroom observation and interview.Specifically,the author compared the differences in the observation scales from the two classes during the experiment and analyzed the writing test results of the two classes before and after the experiment,then analyzed the differences of the two questionnaires delivered in the experimental class before and after the experiment and finally had a small-scale interview in the experimental class.The study result shows that Scaffolding Instruction Method can activate senior high school students' interest in English writing,help students form good thinking and writing habits,and finally improve students' writing abilities.Based on the results,the author puts forward some suggestions on English writing teaching in senior high schools.It is expected that the research can be of some reference value to future English writing teaching and research.