| At present,there are still some problems in English reading teaching in senior high schools,such as teachers teaching too much in class while students’ class participation is low,and the effect of English reading teaching is not satisfactory.In order to solve these problems,this study based on the theory of zone of proximal development,tries to apply scaffolding instruction to English reading teaching in senior high school so as to enhance students’ class participation and improve teaching effect,and focuses on the following two questions:（1）What is the impact of scaffolding instruction on senior high school students’ class participation?（2）What is the impact of scaffolding instruction on senior high school students’ reading scores?The theory of the zone of proximal development emphasizes the process of students’ learning,that is,the process of constantly crossing the zone of proximal development.In this process,teachers should provide support for students to help them complete the crossing as soon as possible.Based on this,applying scaffolding instruction to English reading teaching in senior high school is to build scaffolding for students,help them learn and improve their learning effect.Therefore,this paper puts forward “three principles of scaffolding instruction”: the principle of student-centered,the principle of interactive and the principle of motivation principle.On the basis of these three principles,this paper designs the specific implementation steps of scaffolding instruction to English reading teaching,which provides a feasible way for improving the teaching effect of English reading in senior high school and enhancing students’ class participation.In order to further verify the effect of scaffolding instruction,this study carried out a four-month teaching experiment.In the experiment,two classes of Grade One in a senior high school in Xinyang City were selected as the experimental objects,and the Class One was the experimental class and Class Eleven was the control class,with 40 students respectively.Before the experiment,the questionnaire of class participation designed by Professor Kong Qiping of East China Normal University was partially adjusted to form the questionnaire of this study,and the pre-questionnaire was conducted in the experimental class.At the same time,two classes were carried the pre-test in English reading.Through the statistical analysis of pre-questionnaire and pre-test data by Excel and SPSS 25.0,the results show that students’ class participation in experimental class is low,and there is no significant difference in students’ reading scores between the experimental class and the control class.During the experiment,the scaffolding instruction was adopted in the experimental class and the traditional reading teaching was applied in the control class.After the experiment,the post-questionnaire same as pre-questionnaire was carried out for the students in the experimental class to understand the changes of students’ class participation.And the post-test in English reading was carried out in the two classes aiming to understand whether there is a difference in students’ reading scores between the two classes.With the statistical analysis of the data after the experiment by Excel and SPSS 25.0,it is found that the students’ class participation in the experimental class has been improved.At the same time,the post-test in English reading scores of the students in the experimental class have improved significantly,while the scores of the students in the control class do not change significantly.This shows that scaffolding instruction plays an important part in improving students’ class participation and English reading scores.The major findings are as follows: Firstly,scaffolding instruction can promote students’ class participation to some extent;Secondly,scaffolding instruction can improve students’ English reading scores to some degree. |
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