An Empirical Study On The Scaffolding Instruction To The English Reading In Junior High School

Reading,as the main way of language input,plays an important role in English language learning skills.However,problems in English reading teaching in junior high schools do exist in our country.In order to improve the current situation of junior high school English reading teaching and improve students' English competence,the author tries to apply scaffolding teaching mode to English reading teaching,with the purpose of enhancing students' reading interest and improving their reading ability as wellFrom the perspective of Vygotsky's zone of proximal development theory and constructivism,this study probes into the application of scaffolding teaching in junior high school English reading.According to the students' comprehension competence and the proximal development of intelligence,the teacher breaks down the reading tasks,and builds the graphic support and problem support for the students in the pre-reading stage.In the stage of while-reading,students are provided with situations,charts and strategies to help them explore and complete tasks in an independent manner and realize the construction of knowledge learning.In the post-reading stage,students are required to carry out group cooperative exploration activities,such as general retelling,self evaluation report of reading process,and discussion on their own reading methods and performance etc.,and gradually remove the bracket to improve students' reading abilityIn this study,the author mainly answered two research questions:1.Can scaffolding teaching enhance students' interest in reading?2.Can scaffolding teaching improve the students' ability to understand details,to apply logical reasoning,inference making and comprehensive induction in reading?The author mainly adopts literature research method?experiment method and questionnaire survey method.The experimental subjects are the students of two parallel classes in grade three.The significance of scaffolding teaching in reading teaching was studied by using SPSS to analyze the data of reading interest scale and grade dataAfter a semester of teaching experiments and research,the findings of this experiment are as follows:1.Scaffolding teaching can enhance students' interest in reading 2.Scaffolding teaching can improve students' ability to understand details,and logical reasoning in reading.