A Study On Application Of Scaffolding Instruction To Grade Six English Reading Teaching In Primary School

Nowadays,most of English reading teaching in primary school adopts the mode of “teaching words ? reading texts ? translating texts ? asking questions”.Teachers only pay attention to their own leading role and the impartment of knowledge,while students' main body status and interest in learning are largely ignored,which has led to the lack of participation of students in the whole process of teaching.In addition,there is no emotional communication between teachers and students,nor is there a unified training of reading strategies.In the long run,the opportunities of students' independent thinking will be gradually decreased and some students will even feel resistant,which will eventually weaken their enthusiasm and initiative in English learning.In order to solve this problem,the author tries to find an effective teaching method to apply to the practice of English reading teaching.The subjects of the study are the students from two paralleled classes in Grade Six of Primary School.In the reference of foreign and domestic literature review,the author learnt about the theories related to scaffolding instruction-constructivism and zone of proximal development and also learnt about the researches on scaffolding instruction in English reading teaching at home and abroad.This paper focuses on the application of scaffolding instruction to the sixth grade English reading teaching in primary school and through questionnaire,interview,pre-test,post-test and the use of SPSS19.0 software,the author tries to answer the following three questions:1.What effect does scaffolding instruction have on students' interest in English reading? 2.What effect does scaffolding instruction have on students' English reading ability? 3.What effect does scaffolding instruction have on students' application of English reading strategies?The results show that after the four-month experiment,students in the experimental class have made significant progress in their reading comprehension test compared with those in the control class,which indicates that the application of scaffolding instruction can effectively improve students' reading ability.What's more,students in the experimental class have mastered more reading strategies than those in the control class.They are better at finding answers and completing reading tasks by using more reading strategies.In addition,through the interviews,the author learns about the changes of students in their interest,use of reading strategies and English reading ability in English reading class after the application of scaffolding instruction and draws the conclusion that it can help students to be more interested and confident in learning English,gain more reading strategies and make great progress in their reading ability.The author hopes that this experiment will enable teachers to renew teaching concepts,and adopt a more scientific teaching mode for English reading teaching.At the same time,to change the teachers' mechanical teaching to more flexible,creative and efficient one.