A Study On The Application Of Scaffolding Instruction To The English Reading Teaching In Rural Middle School

At present,the general situation of English Teaching in rural middle schools in China is as follows: school teaching facilities are backward and teachers' shortage is even more critical;teaching mode is traditional as well as monotonous with single and disordered teaching material;single-targeted learners to English learning have to face their utilitarian parents.All the signs show that the reform of English teaching in rural middle schools is inevitable.Based on “Zone of Proximal Development”(ZPD)of Vygotsky and Constructivist Learning Theory,Scaffolding Instruction is to stimulate learners' English learning interests,to cultivate learners' independent thinking and tentative learning habits as its goal according to the differences of learners' personalities,meanwhile,the theory is to decompose complex learning tasks to construct a conceptual framework for understanding,which is easier to promote learners to further understand the knowledge.Taking Scaffolding Instruction as a guide and taking English reading teaching in rural junior middle school as an example,it is a key to create new type teaching modes,to improve the current awkward situation of English Reading Teaching in rural junior middle school.This study aims to address the following issues:1.Will the teacher improve junior middle school students' English reading interests by using scaffolding teaching method in class?2.To what degree will the application of the scaffolding teaching method help students to improve their reading comprehension?3.What effect will Scaffolding teaching have in altering their attitudes towards English reading?The author takes two classes,70 learners in all Changchun No.154 Middle School as research subjects,which are divided into two groups,experimental group(EG)(Class One)and control group(CG)(Class Two),and the teaching experiment lasted for one term,from September 13 in 2014 to March 15 in 2015.The research combines quantitative study with qualitative analysis,which contains interview,questionnaire,test(pre-test and post-test),data statistics and analysis,etc.During the stage of the experiment,the thesis adopts Scaffolding Instruction and traditional teaching method in junior middle school English reading teaching practice respectively in EG and CG to concentrate on the building of learners' learning interests,learning initiative and learning strategies.At the last stage of the experiment,the thesis concludes and summarizes the data,and analyzes all statistics by statistical software SPSS 18.0.The results show that: the use of Scaffolding Instruction provided witheffectiveness and feasibility means to enrich English reading teaching,cultivate learners' reading interests,and strengthen learners' reading motivation and self-confidence,improving learners' reading ability and skills in English reading teaching in rural junior middle school.A certain practical value for English reading teaching exists in this research in rural junior middle school in our country.In view of the limited time,energy and ability,there are still plenty of shortcomings in this study.Therefore,the author puts forward some suggestions on the application research of Scaffolding Instruction on English reading teaching.