An Empirical Research On The Application Of Scaffolding Instruction In Senior High School Grammar Teaching

Scaffolding instruction is one of the three instructions based on the constructivism theory.In teaching activities,scaffoldings refer to the assist or help from the teacher and classmates.Based on the assist or help,students accomplish the learning tasks which they can't achieve independently.Once the learning tasks are completed,the scaffoldings will be withdrawn timely.On the basis of the Constructivism,Zone of Proximal Development and Autonomous Learning theory,the scaffolding instruction is applied to English grammar teaching in high school.The research attempts to investigate whether scaffolding instruction has an effect on improving senior high school students' English grammar performance and helping them to be more active,interested and confident in English grammar learning.In this study class one and two of Grade One from a high schoolin Guyuan are taken as the control class and the experimental class,and questionnaires,interview and grammar tests are conducted with test data analyzed through SPSS 19.0.This study results show that there are significant differences between the experimental class and control class in terms of the post-test results of English grammar,and students' test scores in experimental class are higher than those in control class.Compared with control class,students in experimental class are more positive and active.Through interaction between teachers and students and cooperation among students,the students' abilities of independent inquiry and cooperative learning are improved,and class atmosphere is invigorated as well,which indicates that the application of scaffolding instruction stimulates students' interest in grammar learning and enhances the learning efficiency.