基于支架式教学的高中英语读后续写教学探究

A Study on Senior High School English Continuation Writing Based on Scaffolding Instruction

摘要: 本文以支架式教学为理论框架，选取一节高中英语读后续写课堂为个案，聚焦课堂内第一段续写的教学实践与反思。教学设计以一篇以体育竞赛为主题的续写材料为载体，结合情境支架、思维支架、表达支架和反馈支架的层层递进，引导学生完成从文本理解、情节预测到语言生成与展示评价的学习过程。课堂观察表明，支架的合理运用有效促进了学生逻辑思维与语言表达能力的提升，增强了写作信心与学习投入。但同时，教学中也存在时间受限和学生依赖支架等问题。研究建议教师在教学实践中合理安排课前与课后任务，逐步淡化支架的使用，引导学生实现从依赖到独立的表达过渡。

Abstract: Drawing on the theory of scaffolding instruction, this study presents a case of a senior high school English continuation writing lesson, focusing on the first-paragraph writing due to time constraints. Using a text centered on a sports competition, the lesson integrates contextual, cognitive, expressive, and feedback scaffolds in a progressive sequence to guide students through reading comprehension, plot prediction, language generation, and presentation-based evaluation. Classroom observations indicate that the effective use of scaffolding enhanced students’ logical reasoning and expressive competence, while also increasing their confidence and engagement in writing. However, limited class time and students’ dependence on scaffolds were observed as constraints. It is therefore recommended that teachers allocate certain preparatory or follow-up tasks outside class and gradually reduce scaffold support to foster students’ independent writing ability.