A Study On The Application Of Scaffolding Strategy To The Teaching Of English Grammar In Senior High School

Scaffolding originally refers to the facility,which is the key to set up buildings.In this research,it is a metaphor,referring to the temporary help provided by teachers to students in teaching activities.Wood,a famous psychologist,first applied it to the field of education,which laid a foundation for later research.During the internship in Zhengzhou No.2 Senior High School,the author observed that the efficiency of grammar teaching needs to be improved.Therefore,the author decided to apply Scaffolding Strategy to the teaching of English grammar in Zhengzhou No.2 Senior High School.Through the action research,the author tried to explore the impact of Scaffolding Strategy on students’ grammar learning and its application effect in the grammar teaching,and focused on the following two issues:(1)What positive changes will Scaffolding Strategy bring to the teaching of English grammar in senior high school?(2)What problems may arise in the application of Scaffolding Strategy to the teaching of English grammar in senior high school? And why?In order to explore these problems,the author took Class 1 Grade 2017 of Zhengzhou No.2 Senior High School as the research subject.Through questionnaires,interviews,grammar tests,classroom observations and teaching journals,the author carried out an action research from September 2018 to December 2019,and used SPSS17.0 to analyze and process the data.The results are as follows:(1)The changes brought by the application of Scaffolding Strategy in English grammar teaching are mainly manifested in the following aspects: a.Attitude: the application of Scaffolding Strategy in grammar teaching has stimulated students’ interest in grammar learning,changed their resistant attitudes towards grammar,and strengthened their confidence in grammar learning.b.Knowledge: the application of Scaffolding Strategy in grammar teaching has weakened students’ difficulties in completing their learning tasks,making them easier for students to understand,master and use grammar.c.Ability: the application of Scaffolding Strategy in grammar teaching has trained students’ abilities of independent thinking and problems solving.d.Affection: Scaffolding Strategy has strengthened the communication among students and promoted the emotions between the teacher and students in the process of scaffolding for students.(2)The author found that it is difficult to accurately and appropriately choose the types of scaffolds to help students achieve their learning goals in the process of the application of Scaffolding Strategy.On the one hand,there are many types of “scaffolds”,and different “scaffolds” are needed with the change of learning environment.On the other hand,learning is a dynamic and changing process,and students’ learning level is different at each stage,so the “scaffolds” they needed are different at different stages.