A Study On The Application Of Scaffolding Teaching To The Teaching Of Non-finite Verbs

"Curriculum Standards for Senior High Schools"(2017 edition)clearly points out that the key competency of English subject mainly contains language ability,cultural awareness,thinking quality and learning capacity.Classroom teaching is one of the important ways to enhance students’ English key competency.Throughout high school English grammar teaching,non-predicate verb teaching plays an important role.Part of high school still adopts traditional grammar teaching mode.Ignoring the scene creation and evaluation,which is contrary to the cultivation of English key competency in the new curriculum standard,will inevitably affect students’ absorption and understanding.In the learning process of non-predicate verbs,it is difficult for students to completely distinguish and understand the various forms of non-predicate verbs,the corresponding meanings of different forms and their usage.In addition,due to the lack of solid foundation of grammar knowledge,it is difficult for students to distinguish the predicate and non-predicate in the sentence,which makes it more difficult to learn non-predicate.Therefore,it is necessary to explore new education and teaching mode.Summarizing the teaching experience,observing students’ knowledge understanding and combining constructivism and zone of proximal development theory,the author designed an experimental study on the application of scaffolding teaching to non-predicate verbs from the perspective of key competency,taking constructivism and zone of proximal development theory as the guiding ideology,including five aspects: scaffolding construction,scene creation,independent exploration,collaborative learning and effect evaluation,in an attempt to explore the application of scaffolding teaching model in high school English non-predicate teaching from the perspective of key competency and explore effective teaching methods to promote and enhance the learning process of students.In this study,with key competency cultivating as the background and the theory of the zone of proximal development and constructivism as the theoretical basis,the author conducted a one-term teaching experiment research.The experimental subjects were two classes of the same level in the second grade of a senior high school in Lanzhou,Gansu Province taught by the author.The research questions are as follows:(1)How does scaffolding teaching method apply to non-predicate verbs teaching in high school?(2)What is the teaching effect of scaffolding teaching method?The research methods used in this study mainly included experimental method,questionnaire and interview.Before the experiment,students’ basic application level of non-predicate verbs was tested in the forms of grammar filling-in,essay correction and sentence translation.After the experiment,students’ mastery level of non-predicate verb grammar was tested again with the same question type,and students’ interest in learning after the experiment was understood through questionnaires and interviews.The results showed that compared with the traditional inductive deduction teaching method,the scaffolding teaching method under the core literacy had a significant effect on the understanding level and application level of students’ non-predicate verbs,which played a great role in promoting the development of students’ key competency.By using the scaffolding teaching under the key competency,the students’ classroom participation was improved,the students’ fear of the non-predicate verb grammar was gradually eliminated,and the students’ self-confidence was enhanced.The application of scaffolding teaching was beneficial to promoting students to become the main body of teaching activities,and strengthening the study and application of scaffolding teaching.Constructivism theory was also of great benefit to improving the quality of teachers.