A Study On The Application Of Scaffolding Instruction To English Practical Writing Teaching For Art Students In Senior High School

English practical writing is a language output skill that integrates the learner's basic language knowledge and English language thinking.It examines the learner's comprehensive usage of language skills and occupies an important position in senior high school English teaching.However,during the actual practical writing teaching,the teaching modes and thoughts of teachers are solidified(Teachers' assigning tasks-students' writing-teachers' grading-students' copying model),and the senior high school students,especially the senior high school art students(taking art students as the research subjects),are not enthusiastic about learning and attach low importance,which make practical writing relatively weak in current English learning.Therefore,it is necessary to propose an effective writing teaching mode for art students to guide students' writing.On the basis of the actual teaching,the author conducts an experimental study on English practical writing teaching for senior high school art students based on Scaffolding instruction,which revolves around two questions:1)Compared with the traditional teaching mode,can Scaffolding Instruction effectively improve the English practical writing interest and habit of art students?2)Compared with the traditional teaching mode,can Scaffolding Instruction effectively improve the English practical writing ability of art students?This study is conducted in Qiushi Senior High School in Hangzhou,Zhejiang province,with students from two parallel classes(art class)in Grade two as the research subjects.The experimental class(Class 9)has44 students and adopts the Scaffolding instruction.The control class(Class 10)has 46 students and adopts traditional teaching mode.Before the experiment,questionnaires survey and pre-test are conducted on the students.Through SPSS and EXCEL data analysis,the students' interest,habit and writing ability in practical writing are grasped.After 20 weeks of experimental research,two classes are investigated by questionnaires to understand the changes of students' writing interest and habit.In order to further confirm the experimental results,the students of experimental class are interviewed.After the post-test,SPSS is used to compare and analyze the data from the total score and four dimensions to obtain the changes of students' writing ability.Through the research of this paper,the following conclusions are drawn: 1)After the teaching practice of practical writing under the guidance of scaffolding instruction,the learning interest of art students in practical writing is significantly improved,and so is the writing habit.2)The writing ability of art students is significantly improved by the teacher's construction of Scaffolding Instruction,especially,in four dimensions,that is,the richness and accuracy of the applied vocabulary,the grammatical structure and the content points,and the coherence of the context.Through the research,the author puts forward the following suggestions for the teaching of English practical writing for senior high school art students: Firstly,teachers should comprehensively and dynamically grasp the Scaffolding instruction.Secondly,teachers should set up a variety of learning scaffolds in a timely and appropriate manner in the teaching process.Thirdly,pay attention to the cultivation ofstudents' habit in English writing and improvement of interest and multiple ability.Finally,gradually withdraw the scaffolds according to the improvement of students' writing level and writing score,and further strengthen the students' writing ability.With the further theoretical exploration of the scaffolding instruction and its continuous integration with teaching practice,the unremitting efforts need to be made by scholars and teachers in order to constantly improve the English practical writing ability of senior high school art students.It's expected that this research can provide some inspiration and ideas for Scaffolding instruction in the study of English practical writing teaching for senior high school art students and supply senior high school English teachers with some reference and help in teaching English practical writing for art students.