支架式教学模式在高中英语写作教学中的应用研究——以xx第一中学为例
写作对于一个外语学习者来说是非常重要的一项技能。然而，在我国，特别是高中，由于老师的不重视和学生对英语写作的疏忽，导致学生的英语写作水平很差。从多年高考的结果来看，写作在英语各项成绩中占比是最低的。因此，如何提高高中学生的英文写作水平、改进高中英文写作教学方法迫在眉睫。支架式教学模式起源于建构主义理论，源于维果斯基的“最新开发区”理论。该理论一共分为五个步骤：构建支架，进场，独立探索，协同学习，和效果评价。笔者在高中英语写作教学中采用支架式教学，进行了为期12周的实验，验证支架式教学是否能引起高中生对英语写作的兴趣，以及学生是否能提高英语写作水平。
本文在简要陈述研究的背景，目的和意义之后，回顾了相关理论、支架式教学的定义、特点等内容，以及国内外对这种教学模式的研究状况。在此理论基础上，对支架式教学模式在高中英语写作教学中的运用进行了实证研究。通过对云南省昭通一中的实验班和控制班前侧与后测写作成绩的对比分析，以及对实验班实验前后调查问卷的数据分析，验证了研究假设，即支架式教学模式激发学生对英语写作的兴趣，并提高学生的英语写作水平。在研究的基础上，提出了相应的建议，以期对高中英语写作教学有所裨益。
关键词：支架式教学模式；高中英语写作；应用
Writing is an important skill for a foreign language learner. However, there are still many problems in senior school English writing. From the results of college entrance examination of many years, writing score is relatively low. Therefore, it is necessary to apply new teaching methods in senior school English writing and improve students' English writing level. The scaffolding teaching model, originated form the theory of constructivism, and stemmed from Vygotsky’s “recent development zone” theory, includes five steps: 1) building a bracket, 2) entering into the scene, 3) exploring independently, 4) learning collaboratively, and 5) evaluating the effect. A 12-week experiment with the scaffolding model in senior school English writing is conducted to verify whether this teaching method can arouse senior school students' interest in English writing and improve students’ English writing level.
This paper first introduces the background, purpose and significance of the research, then states literature review in which the relevant information and foreign and domestic research state are briefly introduced. In the part of research methodology, based on the theory of constructivism, an experiment of application of scaffolding teaching in senior school English writing is designed. Two parallel classes of Zhaotong High School, Yunnan Province, are taken as the research subjects. The results both from the comparing pre-test and post-test of experimental and control class and the data analysis of the questionnaire prove that the scaffolding teaching can stimulate student’s interest in writing and improve the students’ writing level. On account of the research, suggestions are provided, hoping to benefit senior school English writing teaching.
Key Words: Scaffolding Instructions Model; senior school English writing; application
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