支架式教学模式在初中英语读写教学中的应用研究——以第十七届全国初中英语教师教学基本功大赛为例

The Application of Scaffolding Teaching Method in Integrated Reading and Writing Teaching in Junior High School—Taking the 17th National Junior High School English Teachers’ Basic Skills Competition as an Example

摘要: 支架式教学法包含确定最近发展区、选择学习任务、提供支架、创设情境、合作探究、效果评价等步骤。本研究以最近发展区为切入点，基于教师支架的分类框架，以第十七届全国初中英语教师教学基本功大赛中的三节读写优质课例为研究对象。通过文本分析与课堂观察发现，初中优质读写课中的支架类型多样，使用频率较高，教学效果较好。授课教师根据实际情况灵活调整预设支架，体现出了灵活机动的教学智慧。本研究总结了优质课中支架使用的共性经验，并据此提出了提高支架式教学有效性的建议。

Abstract: The scaffolding teaching method comprises several steps, including identifying the zone of proximal development (ZPD), selecting learning tasks, providing learning scaffolds, creating the learning context, engaging in collaborative inquiry, and evaluating effectiveness. This study takes the ZPD as its starting point and, based on a framework for categorizing teacher scaffolds, examines three integrated reading and writing lessons from the 17th National Junior High School English Teachers’ Teaching Skills Competition. Through textual analysis and classroom observation, it was found that in these high-quality lessons, the types of scaffolds are diverse, their frequency of use is high, and the teaching outcomes are satisfactory. The teachers flexibly adjust the presupposed scaffolds to accommodate the actual circumstances, which demonstrates their resourceful teaching wisdom. This study summarizes the common features of scaffolds used in these lessons and, in view of the experiences, gives suggestions to enhance the effectiveness of scaffolding teaching.