A Study On The Application Of Multimodal Scaffolding Instruction In Junior High School English Writing

English learning plays a very important role in the study of junior high school students,However English writing is one of the skills that junior high school students must to learn if they want to learn English well,Writing can be used to measure junior middle school students' comprehensive level.But the survey showed that English writing is still the difficult part of English for junior high school students in the process of' learning,the traditional teaching methods only focus on the results,it' s not paying attention to the process;the classroom atmosphere is boring;students' interest in writing is not high;students lack tthe necessary writing knowledge and writing skills.Therefore,the writing teaching should including the results and the process,and explore the teaching methods that can cultivate both the student' interest and the ability in writing.This article is mainly based on the scaffolding instruction,and the multimodal scaffolding instruction is applied to the teaching of English writing in junior middle school.Not only can play the advantages of multimodal instruction,using the resources of multimodal instruction to stimulate students' various senses,stimulate students' interest in learning and help students to memorize knowledge;but also can give full play to the advantages of scaffolding instruction,build scaffolding and create situations for students,lead students to self explore and cooperate learning,and help students to build their knowledge meaning and improve their writing ability.the author make a five-week teaching experiment was conducted for two classes of the first grade in the first junior high school of Wugang city,Henan province,the purpose is to test the improved and whether students' writing attitude is improved.This study adopts the methods of literature research,questionnaire and expe rimental research methods.And taking the first class as an experimental class,using the multimodal scaffold instruction in writing teaching.The second class is the control class,using the traditional methods in this class to teach English writing.these two classes are taught by the same teacher,take the same materials,the same teaching hours every week.Through the teaching experiment around,using SPSS to analyze thewriting test data before and after the experiment,the result shows that after the experiment,the score of the experimental class is improved,and is higher than that of the control class.And using Excel to analyze the questionnaire before and after the experiment,the results show that after multi-modality-assisted writing teaching,students' interest and enthusiasm for writing learning have been improved,and students' daily writing habits have also been cultivated.Therefore,the author believes that multimodality scaffolding instruction helps to improve current students' writing learning and can provide useful reference for the writing teaching of junior high school.Because the time of this study is limited and the number of research objects is limited,the conclusion of this study needs further discussion and improvement.