The Application Of Scaffolding Teaching Mode To English Writing Teaching In Junior Middle Schools ——A Case Study Of Zhoukou No.23 Junior Middle School

English writing is one of the most significant expression skills in English language acquisition,and it goes throughout the entire process,thus it is critical to increase students’ overall English competence.However,English teachers at rural middle schools,which lack teaching equipment and a student enrollment,continue to teach writing in the conventional manner,resulting in low classroom involvement and poor teaching outcomes.The student-centered Scaffolding Teaching Mode aims to increase students’ problem-solving abilities,and its use in English writing classes can help students in rural junior middle schools improve their English writing skills and spark their interest in writing.Despite this,there have been few studies on the implementation of the Scaffolding Teaching Mode in English writing instruction.Using Constructivism and the Zone of Proximal Development as theoretical foundations,this study chose two Grade 8 classes（40students each）from Zhoukou No.23 junior middle school as research subjects.In the experimental class,Scaffolding Teaching Mode has been used,while traditional teaching mode was adopted in the control class.The following three research questions were addressed utilizing research instruments such as questionnaires,test papers,and semi-structured interviews: What is the current situation of the application of Scaffolding Teaching Mode to English teaching in rural junior middle schools in Zhoukou city? What are rural students’ perceptions of the application of Scaffolding Teaching Mode to English writing teaching in junior middle schools? What are the effects of the application of Scaffolding Teaching Mode to English writing teaching in rural junior middle schools?The results of this research were summarized as follows.Firstly,most English teachers in rural junior middle schools in Zhoukou knew Scaffolding Teaching Mode and could apply it to the English classroom,but they did not know when to remove the teaching scaffolding.Moreover,they had low information literacy and out-of-date teaching concepts,and there were insufficient teaching resources for English teachers in rural junior middle schools.Secondly,the students in the experimental class supported the application of Scaffolding Teaching Mode to English writing teaching in junior middle schools,because it could make students fully recognize the importance of English writing,offer more English writing opportunities,create a relaxing English writing atmosphere,and develop good English writing habits.Finally,the analysis of SPSS 20.0 independent sample T test showed that after the adoption of Scaffolding Teaching Mode,English writing scores of students in the experimental class were significantly higher than that of students in the control class,and the application of Scaffolding Teaching Mode could enable students to actively participate in English writing activities,enhance their interest in English writing,and correct their English writing habits.It should be pointed out that to apply the Scaffolding Teaching Mode to the teaching of English writing in junior middle schools,teachers must have a relatively solid theoretical foundation,carefully design the corresponding implementation steps,and remove the teaching scaffolding at an appropriate time,so as to cultivate students’ inquiry learning ability,English writing ability,and English comprehensive ability.