An Analysis of the Practice of Senior High School English Continuous Writing Based on Scaffolding Theory

Research Article
Open access

An Analysis of the Practice of Senior High School English Continuous Writing Based on Scaffolding Theory

Fang Xia 1*
  • 1 Xindeng High School,Hangzhou 311400, China    
  • *corresponding author sosayi2021@126.com
Published on 1 March 2023 | https://doi.org/10.54254/2753-7048/2/2022385
LNEP Vol.2
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-07-2
ISBN (Online): 978-1-915371-08-9

Abstract

Guided by Scaffold Theory, this paper analyzes the mechanism and connotation of continuous writing, and proposes to construct a reading stand for reading, a creative design stand for writing, and a post-writing assessment stand, and presents them in the form of cases, with a view to improving the effectiveness of English continuous writing teaching guidance and students' writing ability. The results of the study show that after the implementation of scaffolding instruction, students' writing ability and level have been significantly improved, which is mainly reflected in the improvement of writing performance and the improvement of language expression ability.

Keywords:

continuous writing of senior English, teaching practice, scaffold theory

Xia,F. (2023). An Analysis of the Practice of Senior High School English Continuous Writing Based on Scaffolding Theory. Lecture Notes in Education Psychology and Public Media,2,575-584.
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References

[1]. Wood, Bruner & Ross. 1976. The Role of Tutoring in Problem Solving[J]. Journal of Child Psychology and Psychiatry (17): 89.

[2]. Liu Yongfang, 2018. Research on the Effect of Scaffolding Teaching on Reducing English writing Anxiety of Senior High School students [J]. English Teacher (06): 94-98.

[3]. Li Min, 2019. Innovative Teaching Model of Middle School English Writing Class [J]. Curriculum Education Research (44): 127-128.

[4]. Peng Meijuan, 2019. A Case Study on The Teaching Design of English Writing under the Scaffolding Teaching Concept [J]. Basic Education Research (21): 73-78.

[5]. Zhuo Zhangzhong, 2015. Research on the effectiveness of High School English writing Teaching based on scaffolding teaching Model [J]. Education and Teaching Forum (08):16.

[6]. Liu Yanqin,2017. An experimental study on the Learning model of English word chunks combining scaffolding teaching and Corpus [J]. Journal of Henan Institute of Science and Technology (08): 63-66.

[7]. Tang Zong, 2018. Research on the Practice of Scaffolding Teaching in High School English Reading to writing Teaching [J]. English Teacher (04): 141-145.

[8]. Palincsar A, S. 1986. The Role of Dialogue in Providing Scaffolded Instruction[J]. Educational Psychologist 21(1): 73-98.

[9]. Li. 2017. Instructional Scaffolding in the Teaching of English Writing Based on the Online Writing Platform[P]. Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017).

[10]. Raymond. 2000. Cognitive Characteristics: Learners with Mild Disabilities Needham Heights [M]. Harvard University Press.

[11]. Maman, Suryaman & Andrie, Chaerul. 2020. Classroom Management: Managing Instructional Scaffolding Through Research-Based Learning to Achieve Creative and Innovative Thinking Abilities[P]. Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019).

Cite this article

Xia,F. (2023). An Analysis of the Practice of Senior High School English Continuous Writing Based on Scaffolding Theory. Lecture Notes in Education Psychology and Public Media,2,575-584.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I

ISBN：978-1-915371-07-2(Print) / 978-1-915371-08-9(Online)
Editor：Abdullah Laghari, Nasir Mahmood
Conference website: https://www.iceipi.org/
Conference date: 4 August 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.2
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Wood, Bruner & Ross. 1976. The Role of Tutoring in Problem Solving[J]. Journal of Child Psychology and Psychiatry (17): 89.

[2]. Liu Yongfang, 2018. Research on the Effect of Scaffolding Teaching on Reducing English writing Anxiety of Senior High School students [J]. English Teacher (06): 94-98.

[3]. Li Min, 2019. Innovative Teaching Model of Middle School English Writing Class [J]. Curriculum Education Research (44): 127-128.

[4]. Peng Meijuan, 2019. A Case Study on The Teaching Design of English Writing under the Scaffolding Teaching Concept [J]. Basic Education Research (21): 73-78.

[5]. Zhuo Zhangzhong, 2015. Research on the effectiveness of High School English writing Teaching based on scaffolding teaching Model [J]. Education and Teaching Forum (08):16.

[6]. Liu Yanqin,2017. An experimental study on the Learning model of English word chunks combining scaffolding teaching and Corpus [J]. Journal of Henan Institute of Science and Technology (08): 63-66.

[7]. Tang Zong, 2018. Research on the Practice of Scaffolding Teaching in High School English Reading to writing Teaching [J]. English Teacher (04): 141-145.

[8]. Palincsar A, S. 1986. The Role of Dialogue in Providing Scaffolded Instruction[J]. Educational Psychologist 21(1): 73-98.

[9]. Li. 2017. Instructional Scaffolding in the Teaching of English Writing Based on the Online Writing Platform[P]. Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017).

[10]. Raymond. 2000. Cognitive Characteristics: Learners with Mild Disabilities Needham Heights [M]. Harvard University Press.

[11]. Maman, Suryaman & Andrie, Chaerul. 2020. Classroom Management: Managing Instructional Scaffolding Through Research-Based Learning to Achieve Creative and Innovative Thinking Abilities[P]. Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019).

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