The Application Of Scaffolding Teaching Mode In Junior High School English Reading Instruction

Reading is the central aspect of English teaching in Junior High School.With the deepening of the “Double Reduction”(2021)and the implementation of English Curriculum Standards for Compulsory Education(2022),referred to as English Curriculum Standards(2022),the study aims to adopt different theories and methods to conduct empirical studies on English reading to improve the English reading abilities of Junior High School students.Reading is one of the most important means for Junior High School students to acquire new information and knowledge.English Curriculum Standards(2022)also emphasizes the importance of English reading ability.However,currently,Junior High School students are deficient in reading learning interests,reading learning strategies,and independent reading ability.Thus,the core issue of English reading in Junior High School is how to enhance the effectiveness of English reading and improve students’ English reading proficiency.The application of Scaffolding Teaching Mode to English Reading Instruction in Junior High School can better implement the requirements of “Double Reduction”(2021)and English Curriculum Standards(2022)improving the quality and efficiency of English reading classes.This study,grounded in the Constructivism Theory and the Zone of Proximal Development Theory,referred to as ZPD Theory,analyzes and discusses the application of Scaffolding Teaching Mode in Junior High School English Reading Instruction.This study primarily addresses the following two questions:Q1: What effects does Scaffolding Teaching Mode have in the teaching of English reading in Junior High School?Q2: What feedback do students have on the application of Scaffolding Teaching Mode in the teaching of English reading in Junior High School?The teaching practice was conducted in a Junior High School in Changchun City,Jilin Province.The study recruited 80 eighth grade students as the research subjects,from the Experimental Class,referred to as EC,and the Control Class,referred to as CC.The researcher administered the questionnaire to both classes before the experiment,conducted tests with the two classes respectively before and after the experiment,and interviewed with the eighteen students in EC after the experiment.The findings are as follows:Firstly,by using the research method of the independent sample t-test and the paired sample t-test(SPSS 26.0)to compare and analyze the scores of the two classes,the researcher finds that students’ English reading scores have improved to various degrees when the teacher uses Scaffolding Teaching Mode for reading teaching.The results illustrate that Scaffolding Teaching Mode has positive impacts on English Reading Instruction in Junior High School.Secondly,by using the research method of the questionnaire and interview to compare and analyze students’ feedback,the researcher finds that students’ attitudes towards English reading learning have changed positively and their interests to English reading learning have increased obviously when teachers appropriately add some reading scaffolds and reading strategies.The study in this thesis is not only conducive to updating teachers’ teaching concepts,but also beneficial in enhancing students’ reading abilities.It is hoped that this study offers new ideas for English Reading Instruction in Junior High School,explores the teaching mode that meets the reading needs of Junior High School students,and provides references for Junior High School English teachers at the same level of reading instruction.