Research On The Application Of Scaffolding Teaching Model In Junior Middle School English Reading Teaching ——Taking Xx Middle School Of Tai’an City As An Example

Based on the investigation of the status quo of the English reading teaching in XX middle school of Tai’an City,the author attempts to apply scaffolding instruction model to English reading teaching practice,in order to change the situation of the grammar-translation method dominating in English reading classes,which fails to the cultivate students’ language skills and cross-cultural awareness,as well as students’ interest in reading in English.The ultimate goal of this applied research is to improve junior middle school students’ English reading strategies,enhance students’ reading ability,and to build up students’ interest and confidence in English reading.In this study,71 students from two classes of Grade 8 of Tai’an City were selected as the research objects,and the application practice of scaffolding reading teaching was carried out and lasted for 4 months.At the beginning of the study,the author issued a questionnaire survey to the experimental class in order to get an understanding of the current situation of students’ reading,and tested the reading ability of the experimental class and the control class.Then,the scaffolding teaching model was fully implemented in the junior high school English reading class.The process of the scaffolding teaching model in English reading was divided into the following three steps: determining the zone of proximal development before class,building scaffolds in class,and evaluating and summarizing students’ performance after class.After 4 months’ teaching practice,the author issued a questionnaire to obtain the students’ feedback information to the scaffolding teaching method applied in English reading teaching,and another reading test was also administered to examine the students’ reading ability thereafter.The statistics software SPSS was employed in processing the data collected,namely the questionnaire data and test results.The statistical results were then compared and analyzed.Statistical analysis of the results shows that: first of all,the reading comprehension scores of experimental class students have significantly improved,while the reading comprehension scores of controlled class students have not have not exhibited obvious improvement,indicating that the application of scaffolding teaching mode in reading teaching is conducive to the improvement of students’ reading ability.The results also shows that students in the experimental class could choose the appropriate reading strategies more flexibly than those in the controlled class.At the same time,students’ interest in learning English in the experimental class is generally stronger than that in the controlled class,and their overall ability of English learning has been boosted to a certain extent.Therefore,the author believes that scaffolding teaching model has obvious positive effect on improving junior middle school students’ English reading strategies,and reading ability,enhancing students’ interest and self-confidence in English reading.This study is helpful to enrich the teaching methods of English reading in junior high schools and has certain practical significance for the reform of English reading teaching at the grassroots level.