本文试图使用以社会建构主义为基础，并结合维果斯基的“最近发展区”的理论而产生的支架理论来改善初中生的英语写作现状。支架理论是指当学习者遇到困难时，成人或同伴给予及时的指导和帮助来完成完成学习任务。根据概念框架，将原先复杂的学习任务经行分解，由浅入深的逐步完成。在这过程中，学习者独立完成学习任务的能力不断提高。
为了验证支架理论对初中英语写作的效果，本研究通过对广州市海珠区劬劳中学七年级的两个平行班进行为期16个教学周的教学实验。两个班随机分配，最后决定选取七年5班为实验班，对其进行支架式写作教学，七年6班为对照班，对其实验成果写作教学法进行指导教学。两个班的授课教师、教学时间、教学材料、教学进度都保持一致。实验的工具为写作测试和问卷调查。本研究主要探讨两个问题：第一，支架式写作教学法能否有效地提高初中生的写作水平？第二，写作支架的建立能否使初中生克服写作的恐惧感，建立写作自信心？
经过16周的教学实验表明，支架式写作教学法有效地提高初中生的写作水平，具体表现为，写作内容更加充实，篇章意识更强，连接词使用切当，句式丰富。而由于支架式写作教学更强调学习者的主动地位，学习者的写作兴趣大大提高，慢慢地克服了对写作的畏惧，并在写作中重塑的自信心。
关键词：建构主义；最近发展区；支架理论；写作教学
Abstract
According to the requirements of Junior High School English Curriculum Standard (2014), Students in Junior High School are supposed to be able to collect and prepare writing materials based on the writing requirements. Also, short passage or message need to be draught independently and reflected following the teacher’s guidance. Moreover, students have to use the frequent linking words to express the relationship of sequence and logic, can describe personal characteristic and experiences. Pictures and tables are required to be described briefly. It can be seen that English writing are of great significance in English teaching of Junior High School. However, most of the students are afraid of English writing for their insufficient knowledge and learning difficulties that they always get a low score in writing. So how to improve the students’ writing competence effectively and reduce their anxiety in writing is urgent.
This paper attempts to apply the scaffolding theory, based on the social constructivism and Vygotsky’s ZPD to promote the student’s writing. Scaffolding theory refers to a teaching method that adults and peers provide timely guidance and help to finish the learning task when the learners facing problems. According to the concepts frameworks, learners decompose the complicated task and accomplish them step by step. Learners’ competence of finishing task independently will be improved to some extent.In order to verify the effect of scaffolding theory in writing of Junior High School, this paper try to take 2 parallel class of 7 grade of Qulao Middle School in Haizhu district as subjects for a period of 16 teaching experiment. This 2 class are randomly assigned and finally class * is selected to be experimental group applying the scaffolding theory and class * as control group using the product approach to teach writing. The 2 class were conducted by the same teacher, with the same teaching materials and teaching time, with the same teaching rate. Measurement tools were writing test and surveys. 2 main study questions will be explored in this study: firstly, can scaffolding theory improve the students writing competence effectively? Secondly, can students overcome the writing anxiety and build up confidence in writing for the establishment of writing Scaffolding?
The 16-week-teaching experiment shows that scaffolding theory can improve the writing level of the junior high school students effectively in the aspects of “writing content”, “discourse consciousness”, “conjunctive usage”, “and sentence pattern”. Also, the scaffolding theory emphasis more on the initiative role of the learners, their writing interest is improved to great extent; the fear of writing is overcome gradually and builds up their confidence in writing.
Key words: constructivism zone of proximal development； scaffolding theory； Writing teaching
Content
Abstract I
摘要 III
Chapter one Introduction 1
1.1 Background of the research 1
1.2 Significance of the Research 2
1.3 The Organization of the Thesis 2
Chapter Two Literature Review 3
2.1 Scaffolding &nbs
