The Application Of The Internet-based Scaffolding Instruction In College English Reading Teaching

In 2004,the Ministry of Education formulated the Teaching English Course Requirements,which advocates that teachers should make full use of Internet technology in teaching process,and try to use an Internet-based English teaching model which emphasizes the influence of the cognitive and emotional factors,and focuses on developing students’ language learning ability.Reading is a basic skill in English learning and plays an important role in college English exams.However,in the traditional reading classroom,teachers do not fully consider the emotional factors in students’ learning.They only let students passively accept the learning of new knowledge.Students are nervous and when they meet unfamiliar vocabularies or unfamiliar article content,students are easily have the feeling of discouragement,and these anxiety factors are one of the emotional factors that hinder students’ reading success.Of the literature researches about reading anxiety,the research’s results show that students generally have reading anxiety in the process of reading,and reading anxiety have negative correlation with reading scores,which seriously affects students’ reading learning.Therefore,in order to reduce students’ reading anxiety,the author tries to apply the Internet-based Scaffolding teaching method to college English reading teaching under the guidance of constructivism,Shannon-Schram communication theory.As one of the innovative teaching modes,the scaffolding teaching mode has become an important direction of classroom teaching research.The scaffolding teaching model regards students as the center,and advocates the timely education.However,this teaching mode does not pay enough attention to students’ extracurricular self-directed learning,and can not provide timely guidance and help for students after class,which weakening students’ learning motivation.Internet teaching advocates that teachers should payequal attention to students’ extracurricular self-learning and provide timely assistance for students’ learning.Both the scaffolding mode and the internet teaching mode are student-centered,giving play to teachers’ guiding role and cultivating students’ learning ability.However,these two teaching modes are different in terms of teaching focus and information technology dependence.If these two teaching concepts are combined,effective teaching inside and outside the classroom can be realized,and the timeliness and effectiveness of teaching can be increased.The deep integration of Internet technology and classroom teaching.Based on above,the author applies the Internet-based scaffolding teaching mode to college English reading teaching,and starts a one-semester teaching experiment.The experiment mainly collects data through questionnaires,tests,interviews,etc.,and uses SPSS statistical software to analyze the data after the experiment.This experimental design mainly solves three problems:(1)Can the Internet-based scaffolding teaching mode alleviate students’ English reading anxiety?(2)Can the Internet-based scaffolding model improve students’ English reading scores?(3)What’s the attitudes towards the new teaching method?After the experiment,the changes in student reading scores and anxiety values before and after the experiment are compared and interviewed.The results show that the Internet-based scaffolding teaching model can not only improve students’ performance,but also ease students’ reading anxiety.Also6 students are interviewed to learn about the attitudes towards the new teaching method.The result shows that students have a positive attitude towards the new teaching method.Because they believe that it can cultivate students’ reading confidence and stimulate learning enthusiasm.