A Study On The Application Of Scaffolding Model To English Reading And Writing Teaching In Grade One Of Senior Middle School

As a bridge between junior middle school and senior middle school in English teaching,English teaching in grade one of senior middle school plays an important role in the whole English teaching.However,the situation of English teaching in grade one of senior middle school in China is not optimistic,especially in reading and writing where there are such problems as poor reading and writing habits,low interest and single teaching way and so on.Therefore,it is very important to find an effective English reading and writing teaching model.Guided by the theories of the Zone of Proximal Development and the Input Hypothesis,this thesis studies the influence of scaffolding teaching model on English reading and writing of students in grade one of senior middle school on the basis of previous studies on scaffolding teaching model.The objects of this study are 107 students in two classes in grade one of senior middle school in Dazhou City,Sichuan Province.They were randomly divided into experimental class(55 students)and control class(52 students).By using the questionnaire method,the experimental method and the interview method to explore the following two questions: 1.How to implement the scaffolding teaching model in the teaching of English reading and writing in in grade one of senior middle school? 2.Are students in grade one of senior middle school satisfied with scaffolding teaching model of English reading and writing.Firstly,this thesis analyzes the current situation of English reading and writing of senior middle school,and summarizes the research status of scaffolding teaching model and reading and writing teaching.Secondly,through the questionnaire the reading and writing performance and the learning psychological status of students in grade one of this senior middle school is known.Thirdly,on the basis of the analysis of students,the scaffolding teaching model is adopted for the experimental class,and then,the reading and writing results of the two classes are compared to test the effectiveness of the scaffolding teaching model.Finally,how much students in gradeone of this senior middle school are satisfied with this scaffolding teaching model is investigated through the interviews.The research results show that the scaffolding teaching model can effectively improve the students’ reading and writing performance and the students’ interests of reading and writing.At the same time,the students in grade one of senior middle school are very satisfied with this teaching model.