隨著我國基礎(chǔ)教育改革的不斷深入與新高中英語課程標準的相繼出臺，英語課程的學習要求學生通過英語學習和實踐活動從而逐步掌握一定的英語基礎(chǔ)知識和聽、說、讀、寫的基本技能，形成一定的綜合語言實際運用能力。英語閱讀教學作為高中英語教學的重要組成部分，也是一種提高學生綜合語言運用能力的重要途徑。然而，我國目前的英語閱讀教學現(xiàn)狀仍然不令人滿意。在提倡以學生為中心的課堂教學中，教師應該努力探求在閱讀課上如何指導學生進行閱讀并且?guī)椭�他們積極地加入教學活動中。作為外語教學的理論之一,支架式教學在理論和實踐上都得到了高度地重視。 支架式教學模式是支架理論運用在教學領(lǐng)域當中的具體表現(xiàn)，其最重要、最直接的來源是維果茨基的“最近發(fā)展區(qū)”理論。在教學過程中通過為學生搭建一套特定的的輔助框架，借助具體情景，幫助學生進行獨立探討，最終實現(xiàn)對知識意義的建構(gòu).本文以建構(gòu)主義教學理論為基礎(chǔ)，以維果斯基的“最近發(fā)展區(qū)”（即學生獨立解決問題時候的實際發(fā)展水平與教師指導下的解決問題時潛在的發(fā)展水平之間存在的距離）為理論指導，將閱讀過程中復雜的任務加以分解，并按照學生智力和理解能力的“最近發(fā)展區(qū)”，適時的為學生搭建“腳手架”，形成了...

【文章頁數(shù)】：69 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Content
Chapter 1 Introduction
    1.1 Background of the Research
        1.1.1 Significance of the Research
    1.2 Present situation of the Teaching of Senior English Reading
    1.3 Organization of the Thesis
Chapter 2 Theoretical review
    2.1 Emergence and development of the scaffolding instruction
        2.1.1 Definition of scaffolding
        2.1.2 Definition of scaffolding instruction
    2.2 Theoretical basis of scaffolding instruction
        2.2.1 Constructivism
        2.2.2 Vygotky’concept of Zone of Proximal Development (ZPD)
    2.3 Researches on Scaffolding Instruction
        2.3.1 Researches on Scaffolding InstructionAbroad
        2.3.2 Researches on Scaffolding Instruction in China
    2.4 The steps and procedures of scaffolding instruction
        2.4.1 Setting up a scaffolding—setting a goal
        2.4.2 Entering the situation—analyzing questions
        2.4.3 Independent exploration
        2.4.4 Cooperative learning
        2.4.5 Assessment of learning effects
    2.5 The key point in the implementation of scaffolding instruction
        2.5.1 Accurately grasp the connotation of scaffolds
        2.5.2 Set scaffolds based on students “ Zone of Proximal Development”
        2.5.3 The role of teachers and students
        2.5.4 The adjustment and fading of the scaffolds
    2.6 The basic advantage of Scaffolding Instruction
        2.6.1 Update teaching idea and change the learning style
        2.6.2 Change teachers’role and establish a democratic relationship between teachers and students
        2.6.3 Excavate students’potential and improve students’learning ability
Chapter 3 Research Design
    3.1 Research questions
    3.2 Research object
    3.3 Research instruments
        3.3.1 Instruments
        3.3.2 Materials
        3.3.3 Procedures
    3.4 Research process
        3.4.1 The experimental class
        3.4.2 The control class
    3.5 Data analysis
Chapter 4 Results and Discussion
    4.1 Change of English reading ability
    4.2 Change of motivation
Chapter 5 Conclusion
    5.1 Teaching summary of scaffolding instruction
    5.2 Outlook on the research of scaffolding instruction
Appendix
    Appendix 1: The pre test paper（reading comprehension）
    Appendix 2: The post test paper（reading comprehension）
    Appendix 3: a questionnaire
    Appendix 4 the results of pre and post test between these two classes
Reference
Acknowledgements



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