The Instructional Design of Promoting Reading and Writing in Senior High School English under the Scaffolding Teaching Theory

Abstract

Under the background of exam oriented education, writing teaching is in an awkward situation, that is, teachers are afraid of teaching and students are afraid of writing. Writing, as one of the five skills of listening, speaking, reading, writing and translation, is not very high, but it is the embodiment of students' learning ability and the key to the cultivation of high-level thinking ability. Based on the scaffolding teaching theory and the case of reading and writing teaching, this paper explores the teaching steps of reading and writing in senior high school English based on scaffolding teaching theory, that is, situational scaffolding stimulates learning interest and target scaffolding points to writing theme; The example scaffolding provides lexical data and the discourse structure scaffolding plans the layout of the text; The question scaffolding assists the writing ideas, and the evaluation scaffolding shares the writing achievements, so as to implement the reading and writing teaching of "promoting writing by reading and leading reading by writing", and improve the students' writing ability.