Application Of Scaffolding Instruction To The Teaching Of English Practical Writing In Senior High School

English practical writing(EPW)plays a very important role in improving students’ skills in language use,which can improve their language competence through writing experience.However,the teaching of EPW has not been valued by the foreign language teaching research circle for a long time.At present,there are some problems in the teaching EPW,such as insufficient understanding of its particularity,low teaching efficiency and lack of effective means to improve teaching.From the perspective of the examination and evaluation of the ability of writing in college entrance examination and the cognitive characteristics of senior high school students,the study tries to explore the role of scaffolding instruction(SI)theory in practical writing by using examples and the empirical research methods from the constructivist perspective,so as to find out how to combine SI with support theory in writing teaching,thus helping teachers and learners to continuously get feedback information,adjust teaching process or methods in time,and improve students’ writing ability.This study discusses the application of scaffold instruction(SI)theory in high school EPW teaching and learning through experiments,in order to solve the unsolved problems in the current EPW teaching and learning.We answer the following questions:(1)What effect can be achievement after the application of SI theory improve high school students’ EPW writing skills ?(2)What effect can be achieved by using A SI-oriented EPW teaching model in stimulating students’ interest in EPW and optimizing their writing behavior?(3)What effect can be achieved about the quality of students’ output text be improved in terms of both its form and content?This study involved 90 high school students.Using questionnaire survey and experimental research,Excel and SPSS analysis tools were used to quantify the process of writing and the text features produced by the students.The following conclusions are drawn:(1)SI can improve high school students’ practical writing ability;(2)SI can effectively promote their interest in English practical writing,optimize their writing process and improve their writing behaviors;and(3)SI can effectively improve the quality of text output.