Abstract: Based on the Scaffolding Instructional theory and Proximal development theory, the paper analyzes the reasons of middle school students’ poor English reading competence and clearly state the principles of applying Scaffolding Instruction with the combination of the previous research results and actual cases of classroom teaching in junior middle school. It also sketches the approaches of application from the aspects of construction of scaffolds, situation entering, independent reading, cooperative activity, evaluation, etc. According to the research, the paper puts forward the scaffolding teaching modes suitable for students in junior high school, lists the common scaffolding forms used in the classroom and generalizes the teaching system which should be applied in scaffolding reading teaching modes. Through applying this mode into classroom English teaching, the thesis approves that the teaching mode has remarkable effects on the improvement of students’ reading ability and the cultivation of their independent learning ability in junior high school.
Key words: Junior high school; English reading teaching; Scaffolding Instruction
CONTENTS
Abstract
摘要
1. Introduction1
2. Theoretical Basis....2
2.1 Zone of Proximal Development
2.2 Scaffolding Instruction
3. Problems of Junior High School English Reading Teaching.3
3.1 Lack of Whole Passage Consciousness
3.2 Lack of Prior Knowledge
4. Application of Scaffolding Instructions in Junior High School English Reading Teaching.4
4.1 Setting up Scaffold in Pre-reading
4.1.1 Combination of New and Old Knowledge
4.1.2 Entering Situation
4.2 Independent Exploration Tasks in While-reading
4.3 Cooperation and Evaluation in Post-reading
5. Reflection after Application9
5.1 Advantages
5.1.1 Stimulation of Students’ Interest
5.1.2 Improvement of Reading Consciousness
5.2 Suggestions
5.2.1 Appropriate Use of Scaffolds within ZPD
5.2.2 Students’ Independent Reading with Teachers’ Guidance
6. Conclusion
Bibliography.
Acknowledgements
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