A Study On The Effects On The Practice Of Scaffolding Theory In Rural Senior English Reading

English curriculum requires students to gradually grasp some basic English knowledge and skills in listening,speaking,reading and writing to form some comprehensive language proficiency.English reading,which plays an important part in English exam,contributes to the grades of students.All of us should pay more attention to it.However,the teaching effect of reading class is still far from satisfactory,expecially in the high schools in coutryside because of the level of students and the teaching method.The author manages to do an8-month experimental teaching in one high school in Long Hai.During the experiment the author tries to introduce the scaffolding theory into the reading class in order to find out if scaffolding teaching method can improve students' reading grades and enhance their reading comprehension and whether the students' autonomy in reading Enlish is improved.The results data are collected through reading test and questionaire.The results shows that:(1)the scaffolding theory can help to improve students' English reading grades but can only enhance parts of the reading comprehension;(2)the autonomy in reading English can be improved as well.It's obvious that the scaffolding class can stimulate students' interest in English reading and be involved in reading actively.The author suggests that the teachers from the rural schools apply the scaffolding theory into the reading class to set up student-centered reading class so that the situation can be changed.However,the personal ability to master the theory and implement the new teaching approach in English class as well as the research conditions all lead to the limits of the paper.In spite of these limits,the author tries to offer some tips about the scaffolding instruction in reading English especially for the teachers in rural high school.