Action Research On English Writing Teaching In Senior High School Based On Scaffolding Theory

With the further development of the new English curriculum reform,the training goal of high school English curriculum pays more attention to the cultivation of students’ comprehensive language application ability.How to effectively improve students’ English writing level has become the common focus of the majority of teachers.However,after combing the relevant literature at home and abroad,the author finds that there are many problems in English writing teaching in high schools in China,such as teachers’ single form of writing teaching,students’ low interest in writing,bad writing habits,and incorrect use of grammar and vocabulary.To some extent,it restricts the development of students’ English writing level.Based on the scaffolding theory,this thesis takes 56 students from a class of a high school in Liuyang,Hunan as the research object,and uses the action research method to explore how to apply the scaffolding theory to high school English writing teaching.In this process,the author analyzed thesurvey results measured inquestionnaires,interviews and tests,summarized the problems existing in students’ English writing learning,and put forward hypotheses accordingly to determine the research questions: how to apply the scaffolding theory to solve the problems in high school students’ English writing learning and improve their writing skills? It embodied in: 1.In the two rounds of action research,how to enhance students’ writing confidence and cultivate students’ writing habits? 2.In the two rounds of action research,how to improve students’ language output ability and improve the ir writing skills? Focusing on the above research issues,this thesis will carry out the first round of action researchbased on thescaffold theory.Afterthecompletion ofthefirstround ofaction research,the deficiencies in the actions were summarized,and then corrective measures were proposed based on the deficiencies.Then,the second round of action research was started according to the adjusted teaching plan.After the two rounds of action research,the results before and after the two rounds of action research were compared and analyzed through questionnaires,interviews and writing tests.The results show that the scaffolding theory is effective in high school English writing teaching,which can enhance students’ writing confidence,cultivate students’ good writing learning habits,improve students’ language output ability,and promote the improvement of students’ writing level.This study not only provides a direction for the front-line English teachers who engaged in high school English writing teaching,but also innovates the English writing teaching model.The author hopes that this study can help high school English teachers better understand the theory of scaffolding,so that it can be more widely used in English writing teaching,so as to improve the effect of English writing teaching.