The Application Of Scaffolding Instruction To English Reading Teaching In Senior High School ——A Case Study Of No.4 Senior High School In Xining

General Senior High School Curriculum Standards English（2017 Edition）issued by the Ministry of Education of the People’s Republic of China raises higher demands for English reading teaching in senior high schools.A single curriculum structure cannot meet students’ personalized needs due to the diversified characteristics of senior high school students’ interests and future development.Teachers should actively explore the relationship between teaching and learning in senior high school English reading teaching,improve teaching methods,cater to students’ individual needs,and design reasonable and feasible teaching plans.The current English reading teaching has some shortcomings and needs to be improved by cultivating students’ English language proficiency.In addition,English language proficiency plays a vital role in achieving the overall goal of senior high school English curriculum design.Therefore,it is urgent to improve English reading methods and respect students’ principal position.In order to change the current reading teaching situation,this study attempts to apply scaffolding instruction in senior high school,aimed at helping students optimize their learning methods of English reading,cultivate their interest in English learning,gradually form their autonomous learning ability,and finally improve their English reading scores steadily.Scaffolding instruction is a new teaching model based on constructivism and the zone of proximal development（ZPD）,which emphasizes the timely and effective assistance provided by teachers and peers to successfully solve problems higher than their current level and gradually reach the potential development level.The practical application of this model mainly focuses on the following five steps: setting up scaffolding,entering the situation,exploring independently,learning cooperatively,and evaluating effects.Three research questions have been raised in this study to evaluate the effect of scaffolding instruction in English reading teaching:（1）What is the major impact of scaffolding instruction on senior high school students’ interest in English reading?（2）What impact will scaffolding instruction have on senior high school students’ autonomous learning ability?（3）What are the effects of scaffolding instruction on senior high school students’ reading scores?The research is conducted by selecting students in two classes from senior two in Xining No.4 Senior High School;109 students are selected as the research subjects.There are 54 students in the experimental class and 55 in the control class.Before the experiment,there was no significant difference between the two classes through an analysis of the pre-test results.At the start of the three-month teaching experiment,the experimental class adopt scaffolding instruction,and the control class maintain the original teaching method.At the end of the teaching experiment,the author uses the post-questionnaire and post-test to figure out the changes of English reading learning in the experimental class.It is found that the application of scaffolding instruction in English reading teaching can improve students’ reading scores,stimulate students’ reading interest,and cultivate students’ autonomous learning ability.