An Action Study On Scaffolding Teaching In Post-reading Writing In High School Englis

Driven by the new curriculum standard and college entrance examination reform,continuation writing task(CWT)has become a part of English college entrance examination,which combines reading and writing and aims to promote writing by reading.However,at present,the teaching of continuation writing task is not mature,the teaching method is single,and there are some problems in the content,language expression and structure of students’ continuation writing.By consulting the literature,the researcher found that a large number of studies have proved that scaffolding teaching can promote students’ writing.Based on this research background,the research selected 48 students of Grade 1of a key senior high school in Zaozhuang.This study combines scaffolding teaching and continuation writing,attempting to explore three research questions:(1)What are the effects of scaffolding instruction on senior high school students’ CWT writing content?(2)What are the effects of scaffolding instruction on senior high school students’ CWT writing language?(3)What are the effects of scaffolding instruction on senior high school students’ CWT writing structure?Based on "Zone of Proximal Development",Constructive teaching theory,Input Hypothesis and Output Hypothesis,an action research is carried out.By collecting and analyzing data and interview records,the researcher drew the following conclusions:(1)The application of scaffolding teaching in CWT teaching improves the content of students’ writing.Students attach more importance to detailed language description,action description and psychology description in their writing,which makes their writing more logical and richer.(2)The application of scaffolding teaching in CWT has a positive impact on students’ writing language,which is reflected in the obvious reduction of tense errors and more diverse language expression.(3)The application of scaffolding teaching in CWT teaching improves the structure of students’ writing.Students pay more attention to the cohesion between paragraphs and sentences and learn to use connectives,which makes sentences more fluent.Based on the findings,this study puts forward the following suggestions for senior high school English teachers:(1)Teachers should pay attention to students’ development level and create problem situation.(2)In the teaching of CWT,teachers are supposed to build dynamic teaching scaffolding.(3)Teachers should attach importance to group cooperative learning.(4)Teachers ought to adopt self-evaluation,peer evaluation and teacher evaluation.On the whole,this study has achieved the preset goal,and the results are basically satisfactory,which provides practical suggestions for front-line teachers on how to carry out post reading continuation teaching.