Abstract：In recent years, with the rise of constructivism theory, many scholars and educators have put the idea of constructivism into teaching practices, thus the scaffolding teaching method has been generated. It is student-centered; teacher plays the role of a conductor, an organizer and a helper, in order to make the students effectively construct the knowledge in a meaningful way. Through the method of questionnaire to investigate whether the application of scaffolding instruction teaching to English writing in junior high school is an effective teaching model. The research proves that the application of scaffolding instruction teaching to English writing in junior high school is feasible. The application of scaffolding instruction in junior high school not only respects the needs of different students, leads students to learn actively, but also grasp basic English knowledge and skills and improves students’ English writing ability.

Key words: scaffolding instruction teaching; teaching effect; junior high school; English writing

CONTENTS

Abstract

摘要

1. Introduction1

2．Literature Review.2

2.1 Definition of Scaffolding Teaching

2.2 Researches on Scaffolding Instruction Abroad

2.3 Researches on Scaffolding Instruction at Home

2.4 The procedure of Scaffolding Instruction 

   2.4.1 Building Scaffolding

2.4.1 Entering Situations

    2.4.3 Exploring Independently

2.4.4 Cooperative Learning

2.4.5 Evaluation of Learning Effect

2.5 Theoretical Framework

2.5.1 Constructivism Theory

2.5.2 The Zone of Proximal Development 

2.6 The Procedure of Traditional Writing Teaching Method

3.Research Methodology .7

3.1 Research Questions

3.2Subjects

3.3 Instrument

3.4 Date Collection 

4. Results and Discussion about the Questionnaire9

4.1 Improving Students’ Autonomy and Interest

4.2 Improving the Teaching Effect

4.3 Assistant of the Scaffolding Instruction Teaching Method

5. Suggestions.13

5.1 The Combination of Scaffolding Instruction Teaching Method with Traditional Teaching Method

5.2 The Combination of Scaffolding Instruction with Teacher’s Leading Role

6. Conclusion14

6.1Major Findings 

6.2 Limitations

6.3 Suggestions for the future Research

References ..15

Appendix ..16

Acknowledgments17