A Study On The Application Of Scaffolding Instruction Mode In Junior High School English Teaching

In English reading in junior high school,as a vital way of information input,the reading skill plays an extremely important part in junior middle school.However,some problems still exist in English reading teaching.For example,some teachers pay much attention to grammar and language points,students’ dominant roles are neglected.In this way,it is impossible to arouse students’ reading interests.Thus,the traditional English reading teaching model is not adaptable to the needs of the development of the ages.Based on the Social Constructivism theory and Zone of Proximal Development of Vygotsky,Scaffolding Instruction emphasizes on taking students as the main body and pays attention to the development of students’ autonomy learning and cooperative learning,compared with the traditional reading teaching model.Therefore,the author believe that it can solve many problems existing in current English reading class in junior high school.In order to change students’ current situation of English reading,this thesis tries to adapt Scaffolding Instruction Model in Junior middle school English teaching.That’s to say,according to the teaching contents and students’ ZPD,teachers are supposed to set some scaffolds and then lead them into the teaching scene.With the improvement of students’ problem-solving ability,teachers repeal these scaffolds.Finally,students should grasp new knowledge by exploring independently or cooperating with others.In this thesis,there are three questions to be addressed:1.What are the effects of the Scaffolding Instruction on English reading learning interest for junior high school students?2.What are the effects of the Scaffolding Instruction on the English reading grades of junior high school students?3.What are the effects of the Scaffolding Instruction on the autonomous learning ability of junior high school students?There are total 87 students,coming from Grade 9 in a middle school in Ji Lin,who took part in the experiment during 16 weeks.In the Control Class,there are 45 students and the Experimental Class has 42 students.What’s more,in the experimental class,the teacher uses the Scaffolding Instruction model to lead students to read,while applying the traditional English reading method in the Control Class.In order to acquire authentic data and results,the author uses questionnaires,tests and scale in this experiment.After the experiment,the author concludes,summarizes and analyzes the data,obtained from the experiment.The study shows that,compared with the traditional English teaching model,applying Scaffolding Instruction to junior high school English reading teaching has many benefits.Firstly,the results of the questionnaires illustrates that Scaffolding Instruction can enhance students’ reading interests in English reading,compared with traditional English reading teaching model.Secondly,the results of pre-test and post test,conducted before and after the experiment,confirms that students’ reading grades in the experimental class have been improved.Thirdly,by analyzing the scale’s data before and after the experiment,students’ autonomous learning abilities have been improved in the experimental class.Due to some objective factors and the author’s limited time and ability,there are still plenty of shortcomings in this study.However,this research can provide reference for the teachers in general.What’ more,some suggestions are put forward by the author on the application of the Scaffolding Instruction in the future.