隨著我國(guó)基礎(chǔ)教育改革的不斷深入與新高中英語(yǔ)課程標(biāo)準(zhǔn)的相繼出臺(tái)，英語(yǔ)課程的學(xué)習(xí)要求學(xué)生通過(guò)英語(yǔ)學(xué)習(xí)和實(shí)踐活動(dòng)從而逐步掌握一定的英語(yǔ)基礎(chǔ)知識(shí)和聽(tīng)、說(shuō)、讀、寫的基本技能，形成一定的綜合語(yǔ)言實(shí)際運(yùn)用能力。英語(yǔ)閱讀教學(xué)作為高中英語(yǔ)教學(xué)的重要組成部分，也是一種提高學(xué)生綜合語(yǔ)言運(yùn)用能力的重要途徑。然而，我國(guó)目前的英語(yǔ)閱讀教學(xué)現(xiàn)狀仍然不令人滿意。在提倡以學(xué)生為中心的課堂教學(xué)中，教師應(yīng)該努力探求在閱讀課上如何指導(dǎo)學(xué)生進(jìn)行閱讀并且?guī)椭麄兎e極地加入教學(xué)活動(dòng)中。作為外語(yǔ)教學(xué)的理論之一,支架式教學(xué)在理論和實(shí)踐上都得到了高度地重視。 支架式教學(xué)模式是支架理論運(yùn)用在教學(xué)領(lǐng)域當(dāng)中的具體表現(xiàn)，其最重要、最直接的來(lái)源是維果茨基的“最近發(fā)展區(qū)”理論。在教學(xué)過(guò)程中通過(guò)為學(xué)生搭建一套特定的的輔助框架，借助具體情景，幫助學(xué)生進(jìn)行獨(dú)立探討，最終實(shí)現(xiàn)對(duì)知識(shí)意義的建構(gòu).本文以建構(gòu)主義教學(xué)理論為基礎(chǔ)，以維果斯基的“最近發(fā)展區(qū)”（即學(xué)生獨(dú)立解決問(wèn)題時(shí)候的實(shí)際發(fā)展水平與教師指導(dǎo)下的解決問(wèn)題時(shí)潛在的發(fā)展水平之間存在的距離）為理論指導(dǎo)，將閱讀過(guò)程中復(fù)雜的任務(wù)加以分解，并按照學(xué)生智力和理解能力的“最近發(fā)展區(qū)”，適時(shí)的為學(xué)生搭建“腳手架”，形成了...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)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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