The Application Of Scaffolding Instruction In English Teaching Reading In High School

Scaffolding Instruction(SI)is a teaching concept proposed by Bruner,a well-known American psychologist and educator,based on Vygotsky’s assisted learning.This concept has attracted the attention of scholars at home and abroad since it was introduced into the teaching area.Scaffolding Instruction is a teaching method based on the Zone of Proximal Development of the learner,in which the importance of teachers helping learners to cross the Zone of Proximal Development was emphasized.From the end of the 1990 s in domestic,several experts and scholars have introduced and studied Scaffolding Instruction in the field of language teaching.To this day,scholars have been conducting related research on this basis.And Scaffolding Instruction has a great impact on English teaching,most of which is applied to the language teaching in college classroom.However,relatively few studies have been applied to English teaching in high schools.High school English Teaching Reading is an important teaching method in the context of core literacy.In particular,the new curriculum standards require that the focus of teaching should be shifted to reading comprehension content to cultivate students’ reading ability.There are very few researches on the application of Scaffolding Instruction in high school English Teaching Reading.This research is an experimental study conducted under the guidance of constructivism theory and Vygotsky’s ZPD theory.The research subjects consisted of a total of 94 students in Class(6)and Class(11)in the Senior One.They come from two parallel classes in K Middle School of M Province.Class(6)with 46 students as Control Class(CC)adopts the traditional Teaching Reading mode for teaching.Class(11)with 48 students as Experimental Class(EC)applies Scaffolding Instruction model to carry out teaching.The steps of Scaffolding Instruction mainly include the five links of setting up scaffolding,entering the situation,independent exploration,group cooperation,and feedback.In this experimental research,the following two research questions are studied on the basis of previous studies.1.Can Scaffolding Instruction have an impact on English reading interest of high school students? If so,what kind of impact does it have?2.Can Scaffolding Instruction have an impact on English reading level of high school students? If so,what kind of impact does it have?The design and results of this research are summarized below.The students’ English reading level is tested and a questionnaire survey is conducted on students’ English reading interest before Scaffolding Instruction.Then design a Scaffolding Instruction case and conduct a 16-week teaching experiment.After Scaffolding Instruction,the English reading level is tested again and the questionnaire survey about the reading interest is conducted again.Finally,10 students were randomly selected in the experimental class for interviews,and the corpus of the relevant interviews was collated.This research combined with specific teaching cases to conduct an empirical study on the application of Scaffolding Instruction.Statistical analysis was performed on the data obtained in the experiment by the Statistical Package for the Social Science(SPSS21.0).The analysis results of the study show that the effect of Scaffolding Instruction on students’ English reading interest and reading level is very obvious.That is to say,Scaffolding Instruction has a positive effect on students’ reading interest.Scaffolding Instruction has a great promotion effect on improving students’ reading level.At the same time,students’ enthusiasm for participating in classroom activities and awareness of cooperation has also increased.Based on the current situation of Teaching Reading,this study summarizes the related theories of Scaffolding Instruction.At the same time,the case study of classroom teaching has verified the practical significance of Scaffolding Instruction application.No matter from a theoretical perspective or an examination of teaching practice,this study provides a reference for later research and is also inspiring for front-line teachers and teaching researchers.