Research On Scaffolding Approach On The Application Of English Reading Teaching In Junior High School

Reading is an important way to develop students’ comprehensive language skills and cultivate their core literacy.Scholars have proven that using scaffolding in English reading classes is reasonable and effective in theory.Therefore,there is a certain theoretical basis for using scaffolding teaching in junior high school reading teaching.Combining with the current junior high school reading teaching,excessive emphasis is placed on the learning of language knowledge,thereby neglecting the cultivation of students’ reading strategies.The selection of reading materials and reading scaffolds is divorced from the actual situation of students,and the corresponding investigation and research on scaffolding teaching in junior high school English reading teaching are carried out.Based on questionnaires,classroom observation and interviews,this study will describe the current situation of scaffolding teaching in junior high school English reading teaching.300 junior high school students,10 English teachers,and 20 English teachers from S Middle School in Y City are included.This research aims to solve the following three research issues:1)How is the use of scaffolding reading teaching in junior high school English reading teaching?2)How do teachers and students evaluate scaffolding teaching in junior high school English reading teaching?The results show as follows: First,Teachers and students have a positive attitude towards the application of scaffolding teaching in junior high school English reading teaching,and attach great importance to it.Teachers and students generally believe that it is necessary to use scaffolding teaching in English reading teaching in junior high schools.(Among them,91.2% of teachers and 93.8% of students believe that it is necessary to use scaffolding in English reading teaching in junior high schools.)Second,teachers use a variety of stent types,but the frequency of stent use varies.According to the questionnaire,there are five types of stent used,including "example stent,question stent,suggested stent,situational stent,and mobile stent",with the most recommended stent used and the least situational stent used.Thirdly,teachers and students recognize the promoting effect of scaffolding teaching on teaching and learning.Teachers generally believe that scaffolding teaching can promote teaching reflection and improve students’ reading ability;at the same time,students also generally believe that scaffolding teaching can improve their reading ability and help them cross the recent development zone.Based on the basis of teaching practice and the questions raised above,the author puts forward the following three suggestions: First,enrich teachers’ theoretical knowledge about scaffolding teaching;Second,innovate the form of reading teaching scaffolding;The third is to timely evacuate the stent to promote students’ independent thinking.However,at the same time,there are certain limitations in this research.The sample selected in the paper is not enough and the research perspective is not comprehensive enough.Therefore,it is hoped that the depth and breadth of research on scaffolding teaching in junior high school English reading teaching can be further improved and enhanceh in future research.