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

With the acceleration of economic and global integration,English,as the most important tool for communication,is playing an irreplaceable role.The process of writing combines the application of English basic knowledge and the embodiment of English thinking ability.Different from oral English,it is the most important embodiment of comprehensive language application ability.Under the guidance of the new curriculum reform,English teaching in senior high school has increased the requirements and examination of the writing part.The score of the writing part of the new college entrance examination increases from 15 points to 40 points,accounting for one third of the whole paper,and the examination questions are more diversified.However,in the practical teaching of senior high school,English writing has always been a weak part.On the one hand,students always feel that they can't start to compose,and their scores are slowly raised.On the other hand,that teachers often neglect the teaching of writing class has also become an important factor.Scaffolding theory is a kind of teaching mode under the guidance of constructivism theory and zone of proximal development theory.In the actual teaching,teachers give appropriate scaffolding,and after students master the corresponding knowledge,teachers will timely remove the scaffolding,in order to improve students' learning ability.Based on this,this thesis applies scaffolding theory to English writing teaching,trying to solve two problems: 1.What are the effects of the application of scaffolding theory on senior high school students' writing achievements? 2.What are the changes of senior high school students' interest and habits in English writing after the application of scaffolding theory?In this thesis,two parallel teaching classes in Liaoyang County NO.1 Middle School are selected to conduct the first-line teaching research by using the methods of questionnaire and tests.These two selected classes are taught by the same teacher,the author,for English teaching.Before the beginning of the study,a questionnaire survey and pre-test are conducted in these two classes,and it is found that there is no significant difference in their writing level and interest.One of the teaching classes was taken as the experimental class and the other as the control class.The experimental class was taught under the guidance of scaffolding theory for one semester,while the control class continued to use the previous teaching method.At the end of the experiment,the post-test composition of the experimental class and the control class was analyzed.The results show that the writing ability and interest of the experimental class under the guidance of scaffolding theory are improved.This proves the effectiveness and feasibility of English writing teaching under the guidance of scaffolding theory.This thesis proves the theoretical significance and practical value of scaffolding theory in practical teaching.Finally,the author puts forward some practical problems in English writing teaching.