支架式教学模式在初中英语阅读教学中的应用

Application of Scaffolding Teaching Mode in Junior High School English Reading Teaching

摘要: 在传统英语阅读教学中，教师往往侧重词汇和句法讲解，忽视对文本结构与意义建构的引导，学生阅读能力和学习兴趣提升有限。基于建构主义学习理论，支架式教学强调在学生最近发展区内提供阶段性支持，引导其逐步实现自主学习。本研究以初中英语阅读课堂为情境，通过为期两个月的教学实验，探讨支架式教学模式对学生英语阅读能力及教学效率的影响。研究采用前测—后测实验设计，对实验组与对照组的阅读成绩进行统计分析。结果表明，支架式教学模式在短期内能够显著提升学生英语阅读能力，并提高阅读课堂的教学效率。研究结果为支架式教学在初中英语阅读教学中的应用提供了实证支持。

Abstract: In traditional English reading instruction, teachers tend to focus on vocabulary and syntactic explanations while neglecting guidance on text structure and meaning construction, which leads to limited improvement in students’ reading ability and learning interest. Based on constructivist learning theory, scaffolding instruction emphasizes providing phased support within students’ zones of proximal development to guide them toward gradually achieving autonomous learning. Taking junior high school English reading classrooms as the research context, this study conducted a two-month teaching experiment to explore the effects of the scaffolding teaching model on students’ English reading ability and teaching efficiency. A pretest-posttest experimental design was adopted, and statistical analyses were conducted on the reading performance of the experimental group and the control group. The results indicate that, in the short term, the scaffolding teaching model can significantly enhance students’ English reading ability and improve the efficiency of reading instruction. These findings provide empirical support for the application of scaffolding instruction in junior high school English reading teaching.