A Study On The Application Of Micro-course Based On The Scaffolding Instruction To High School English Reading

Improving students' English reading ability has become the core issue of English teaching in senior high school.English reading can not only help senior high school students increase their vocabulary and improve their writing skills,but also enhance their cultural awareness and depth of thinking.However,there are still some problems in English reading teaching in senior high schools in China,such as rigid teaching methods,students' poor interest in reading,unscientific and unreasonable reading resources.Therefore,in this paper,scaffolding instruction and micro-course are integrated into the English reading teaching in senior high school,aiming to improve senior high school students' English reading level and give full play to their advantages.Scaffolding instruction means that teachers provide a conceptual framework for learners to construct their understanding of knowledge.The theoretical basis of the application of micro-course based on the scaffolding instruction in English reading in senior high school are the Theory of Constructivism and the Theory of Zone of Proximal Development.The Theory of Constructivism emphasizes that teachers should construct a new knowledge system on the basis of students' existing knowledge,which can help students construct their own knowledge system and improve their ability to explore knowledge actively.Vygotsky's Theory of Zone of Proximal Development refers to the transitional difference between the problem-solving level that students can achieve with teachers' help and the problem-solving level that they can achieve alone,which can stimulate students' enthusiasm for learning.Therefore,these two theories provide a theoretical basis for this paper.Micro-course based on the scaffolding instruction is integrated into the application research of English reading in senior high school in this paper,which attempts to answer the following three questions.1)What is the impact of micro-course based on the scaffolding instruction in senior high school students' English reading strategies?2)What is the impact of micro-course based on the scaffolding instruction on senior high school students' English reading performance?3)What is the impact of micro-course based on the scaffolding instruction on senior high school students' self-learning ability in English reading?In this research,82 students from two classes in Grade two of a senior high school in Haicheng City,Liaoning Province were selected as the research object,and the experimental teaching was carried out for 8 weeks.The number of students in both the experimental class and the control class is 41.In the process of English reading teaching,the experimental class adopted the teaching method of micro-coursebased on the scaffolding instruction,while the control class adopted the traditional teaching method.The research tools include questionnaire,pre-test,post-test and interview.And the collected data were analyzed by SPSS23.0 software,including test of independent sample T and test and analysis of paired sample T.After the experiment,a significant difference in reading scores was found between students of the experimental class and those of the control class.The average score of students in the experimental class was 3.36 points higher than that of the control class,which shows that micro-course based on the scaffolding instruction can improve senior high school students' English reading strategies,English reading performance and their self-learning ability in English reading.Therefore,micro-course based on the scaffolding instruction can play a promoting role in English reading teaching in senior high school.