A Study On The Application Of Scaffolding Instruction To English Writing Teaching In Senior High Schools

Scaffolding instruction,guided by the theory of the zone of proximal development,is based on the theory of constructivism.It aims to construct a certain learning conceptual framework for students with others' help in teaching,so that students can gradually master the ability of solving problems independently and achieve the meaning construction of knowledge.Faced with the current situation of unitary traditional English writing teaching pattern in senior high schools and insufficient attention paid by teachers and students to writing teaching in China,this research briefly analyzes the current situation of English writing teaching in senior high schools from the perspective of cultivating students' thinking and ability in writing,and combines the scaffolding instruction which tries to discuss the availability of this theory in teaching of English writing in high schools by means of experimental research.It also studies how to improve students' attitudes towards English writing,how to arouse students' writing interest,and how to develop their writing ability.The author collected research materials of scaffolding English writing teaching and had a better understanding of relevant theories of the scaffolding instruction through literature review both at home and abroad.Combining with the current situation of English writing teaching in high schools,this study attempted to solve the following problems:1.Compared with traditional teaching modes of writing,can the scaffolding instruction relieve the writing anxiety and arouse their interest in English writing?2.Compared with traditional teaching modes of writing,how can scaffolding instruction develop students' thinking patterns more effectively in writing and improve students' writing ability?This research has taken two parallel classes from the third grade in Liaocheng No.2 Middle School as the research objects.One is controlled class and the other is uncontrolled class.This research adopted questionnaire method,interview method and experiment method and the teaching experiment lasted for 14 weeks.Based on the comparison of the classes' writing performance and questionnaire,Excel and SPSS are used to analyze the data.Through 14 weeks of teaching practice,we come to the conclusion that: Compared with traditional teaching modes of writing,the scaffolding instruction can better develop students' writing ability;Scaffolding instruction can relieve students' English writing anxiety and arouse their interest;Scaffolding instruction can develop students' ways of English writing thinking in different perspectives.This study summarized research seriously and got some enlightenments.Although there are certain disadvantages,this research hopes to help English teachers in senior high schools to deepen their understandings of the Scaffolding teaching applied to English writing teaching.And This research hopes that it can provide useful reference in the future study of Scaffolding instruction in China.