| English writing is an important part of reflecting the ability of using English.In China,English writing has always been a weak link of English teaching in junior high school.English writing account for 15 points in the examination,and the students’ loss score in the writing part is particularly high.Therefore,how to effectively improve students’ English writing ability has become an important topic in junior high school English teaching.In the traditional teaching of writing,more attention is paid to the results of writing and less attention is paid to the writing process of teaching.Students are not interested in learning English writing,even fear of English writing,lack of necessary writing skills and good writing habits,therefor,students writing level is low.Based on the theory of ZPD and constructivism,this study adopts quantitative and qualitative research,explores the current situation of English writing among yearthree juniors and the effect of Scaffolding Teaching Model to English writing in junior high school.The results show that junior high school students are not interested in English writing and think that English writing is very difficult.Using scaffolding teaching model to guide English writing teaching can improve students’ writing achievement and interest.For students with lower writing ability,scaffolding teaching model has more space to improve their writing score.The significance of this study: for teachers,this study helps them to understand the content and method of scaffolding teaching model to a certain extent,and then explore a more specific scaffolding teaching model that is more suitable for teachers’ own teaching,so as to improve the teaching efficiency of writing.For students,it can help them to improve their interest in writing and increase their scores.Their writing ability and comprehensive ability will also be improved.It can make writing classes more interesting and more acceptable. |
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