支架式教学理论在高中英语读后续写教学中的应用研究

The Application of Scaffolding Teaching Theory to Continuation Writing Task Teaching in Senior High School

高考新题型读后续写对学生的阅读理解能力、信息处理能力、创造性思维能力、语言运用能力、写作能力等方面提出了更高的要求。但在实际教学中,教师不知如何设计有效的读后续写教学活动,学生对读后续写兴致不高、缺乏续写能力,导致该题型得分率普遍较低。因此,本文将支架式教学理论引入高中英语读后续写教学,阐述支架式教学理论和读后续写的内涵及理论基础,回顾国内外有关支架式教学理论、国内有关读后续写以及支架式教学理论运用于读后续写的研究现状,并对未来的研究作出展望,从而推动支架式教学理论在高中英语读后教学研究中的应用与发展。

The continuation writing in college entrance examination puts forward higher requirements for students’ reading comprehension ability, information processing ability, creative thinking ability, language application ability, writing ability and so on. However, in the actual teaching, teachers do not know how to design effective activities of continuation writing and students are not interested in it and lack the ability to continue to write, resulting in a generally low score rate of this type of question. Therefore, this paper introduces scaffolding teaching theory into continuation writing task teaching in senior high school, expounds the connotation and theoretical basis of scaffolding teaching theory and continuation writing, reviews the current status of domestic and international research on scaffolding teaching theory, domestic research on continuation writing and the application of scaffolding teaching theory to continuation writing task teaching, and makes prospects for future research in order to promote the application and development of scaffolding teaching theory in continuation writing task teaching in senior high school.