Study Of High School English Writing Teaching Based On Scaffolding Theory

English writing is an important yardstick for measuring the level of learners’ language proficiency,and it is also a fundamental guarantee for internalizing language knowledge to improve their comprehensive ability.However,the current design of English writing teaching content and the arrangement of classroom activities in high schools are characterized by varying degrees of dispersion and mechanization,which makes students lack confidence and interest in writing.In response to this situation,some experts,scholars,and teachers have conducted some beneficial theoretical exploration and practical demonstration on the teaching of English writing in high schools.This study took two classes in senior high school in Hanzhong as experimental objects to conduct experimental research using the methods of literature research,questionnaire survey,classroom observation and comparative experiments to test whether scaffolding teaching has a positive impact on enhancing students’ interest in English writing and improving their English writing performance.Based on scaffolding theory,constructivism theory and "zone of proximal development" theory,this study aims to answer the following three questions:(1)Can scaffolding teaching stimulate students’ interest in English writing and arouse students’ enthusiasm in writing?(2)Is scaffolding writing teaching mode helpful to improve students’ English writing performance?(3)How to apply scaffolding teaching theory to English writing teaching through specific cases?In order to find out the answers to these questions,this study took two classes in senior high school in Hanzhong as experimental objects,and set these two classes as experimental class and control class respectively.The control class adopted conventional writing teaching method,while the experimental class adopted scaffolding writing teaching method.Before the experiment began,the writing scores of the two classes in the final exam of last semester were taken as the pre-test and the test results were analyzed to ensure that the writing levels of the two classes were comparable.At the end of the experiment,in order to verify the effectiveness and feasibility of applying the scaffold theory to the English writing teaching in high school,the author compared and analyzed the results of the writing scores of the two classes in the final exam of this semester as the experimental post-test.It is found that scaffolding teaching can stimulate the interest of English writing learning of students in the experimental class,which makes the writing performance of students in the class significantly improved.At the same time,the writing performance of the control class has no significant change compared with that before the experiment.After careful comparison and analysis of the survey results and various data,the author makes an in-depth analysis and reflection.The following suggestions are summarized for teachers to use as reference.Teachers should:(1)Pay more attention to the role reconstruction of teachers and reflect the characteristics of the curriculum;(2)Change teaching methodologies appropriately and meet educational needs;(3)Build up the appropriate support and improve teaching effect;(4)Withdraw the support timely and cultivate the spirit of exploration;(5)Enrich evaluation mechanism and provide timely feedback;(6)Maintain equality between teachers and students and set up a harmonious relationship.