Action Research On Computer-Aided English Vocabulary Teaching In Junior Middle School Based On Scaffold Theory

Vocabulary plays a very important role in English language learning.Traditional English vocabulary teaching focuses on students’ memorizing and mastering vocabulary,but lacks the application of vocabulary knowledge and the cultivation of students’ vocabulary learning habits.Student memorize words by rote memorization,which is inefficient in vocabulary learning.This way only remembers the sounds,meanings and shapes of words but does not know how to use them.In addition,memorizing words is still a challenging task for many junior high school students,which seriously affects students’ interest in learning English.How to improve students’ autonomy in vocabulary learning and improve students’ vocabulary learning strategies by improving vocabulary teaching methods in junior middle school has become the focus of this paper.Scaffolding teaching method is a teaching method based on constructivism theory.Teachers can set up scaffolding for students in the teaching process to help them complete learning tasks.In scaffolding teaching method,students are regarded as the main body of the learning process,which emphasizes the cultivation of students’ independent learning ability.Therefore,the author tries to apply scaffolding teaching method to junior high school English vocabulary teaching.With the rapid development of information technology,computer-aided instruction is no longer strange to the majority of educators,but the research on computer-aided vocabulary teaching in junior middle school based on scaffolding theory is still relatively rare.Therefore,this paper will summarize,sort out and analyze the previous research results on scaffolding theory and computer-aided English vocabulary teaching,explore the application value of computer-aided English vocabulary teaching based on scaffolding theory through action research method,questionnaire method and interview method,and answer the following three questions: 1.How to apply computer-aided instruction based on scaffold theory to junior high school English vocabulary teaching? 2.What changes can computer-aided English vocabulary teaching based on scaffolding theory bring about in students’ vocabulary learning strategies? 3.What are the effects of computer-aided English vocabulary teaching based on scaffolding theory on students’ autonomy in vocabulary learning?The author conducted a action study on 72 students from two classes of eighth grade in a middle school in Changchun.In the course of research,the Wisdom Classroom APP was used as a computer-aided tool,and the vocabulary teaching content was designed in combination with five steps of scaffolding teaching method:scaffolding construction,context creation,independent exploration,cooperative exploration and effect evaluation.In the teaching process reflect and adjust the action plan accordingly.The questionnaire data,vocabulary test data and interview data were collected and comprehensively analyzed by SPSS(25.0)software.Finally,the following conclusions were drawn:1.Computer-aided vocabulary teaching in junior middle school based on scaffolding theory can improve students’ interest in vocabulary learning and their autonomy in vocabulary learning.2.Adding some vocabulary memory strategies to classroom teaching as auxiliary scaffolding can help students build their own vocabulary learning system and improve their vocabulary learning strategies.The author hopes the results of this study is helpful to junior high school teachers to improve English vocabulary teaching methods,improve the junior middle school students’ English vocabulary learning strategies,improve the students’ interest in English vocabulary learning,and for junior school teachers how to use the support theory and computer aided in English vocabulary teaching to provide the reference.