The Application Of Scaffolding Theory In Senior High School English Writing Teaching

English writing is an essential part of college entrance examination to assess students’ comprehensive language competence.Among the four basic language skills in learning English,i.e.listening,speaking,reading and writing,it is not only the highest level of productive skills in language teaching but also the most difficult one to master.Nowadays,the New Curriculum has set up higher requirements for students’ English writing skills in senior high school,but the teaching of English wrting is still facing many challenges.Due to the lack of interests,motivation and good habits of lerning,many students are weak in English writing.As a result,many domestic and overseas specialists and researchers have been exploring new theories and new teaching methods for English writing teaching in senior high school,of which the Scaffolding Theory is a significant approach.This theory is based on the theories of Constructivism and of the Zone of Proximal Development,which focus on the learning process and enphasize students as the center of teaching.This thesis attempts to combine the teaching steps of scaffolding instruction with English writing teaching practice of high schools,aiming to prove whether the application of scaffolding teaching could improve students’ writing abilities,and thus put forward some feasible suggestions for current English writing teaching in senior high school.In the process of the research,the author reviewed basic concepts,theoretical basis,basic structure and guiding principles of the Scaffolding theory,which was then employed as the theoretical foundation for the current project.On this basis,the author raised the some research questions and then proposed the corresponding hypotheses.After fixing the objectives and steps of research,the author chose 100 students from two classes of Grade Three as the subjects of the experiments.The Scaffolding teaching method was implemented in the experimental calss,while the traditional teaching methods were used in the controlled class.The author used testing,quetionnaire,interview during the experiment.By employing a pre-test and questionnaire,the author evaluated and analysed the current situation of English writing teaching in high school,setting teaching goals and conducting teaching.After the teaching practice,the questionnaire and post-test were conducted again to compare the data accumulated during the pre-practice.The collected data were then analyzed to verify the effectiveness and feasibility of the application of the scaffolding theory in senior high school English writing teaching.It is proved that Scaffolding Instruction in English writing class can not only dispart difficult tasks,but also stimulate students’ writing interests.With the help of the learning scaffolds,for one thing,students can adjust their learning attitudes with a sense of enrollment and achievement.For another,students are encouraged to join in the group discussion so as to promote thier communicative abilities.Scaffolding teaching mode of high school English makes use of construction and extractioin of scaffold to cultivate students’ independent thinking way and form many good learning habits.In addition,this teaching mode also to a certain extent promotes students’ testing performance and writing ability,which demonstrates its efffectiveness,feasibillity and practicality in teaching practice in a more intuitive way.Last but not least,hoping that this thesis could make a difference in the areas of English teaching,the author has concluded some inspiration and offers some teaching references and suggestinos for the current teaching practice of English writing in senior high schools.