An Application of Scaffolding Instruction in Oral English Teaching in Junior Middle School
-A Case Study of Changning NO.3 Middle School BY Hui Xin
云南省昌宁县第二中学 辉鑫
ⅠFindings
Through questionnaire, the author found that most of the teachers in this junior high school still teach oral English by using traditional teaching methods, which leads to lots of problems in students’ oral English learning. Here are the problems. First, due to the single teaching mode and the dreary classroom atmosphere, students are easily distracted and tired of oral class. As a result，they lose interests gradually in oral English learning. Second, because of its teacher-centered teaching mode, the traditional teaching model directly frustrate students’ oral English learning enthusiasm and confidence. Third, with few classroom interaction, students seldom have opportunities to practice speaking English or express themself. Therefore, from a long run, traditional teaching methods possibly impede the development of students’ communicative and think ability.
Ⅱ Suggestions
Suggestions for students
First of all, in today's era, students must clearly realize the importance and key of oral English expression ability, and remember not to simply equate English learning with exam oriented learning, but to be more active in oral English learning, or even as lifelong learning.
Secondly, in the use of Scaffolding Teaching, we should learn to associate and think deeply, and learn to take the initiative to apply it to all kinds of subjects. Only in this way, we can make great progress.
Finally, individual wisdom is often limited, while group wisdom is often infinite. The same is true for the improvement of oral English ability. We must learn how to communicate and cooperate in the application of Scaffolding Teaching, so as to put individuals in the group and improve their oral English level better.
Suggestions for teachers
First of all, teachers should understand what Scaffolding Teaching is and how to apply it to the daily classroom teaching of spoken English. In this process, there is no doubt about the importance of syllabus and teaching plan. Teachers need to invest more energy in teaching design.
It is necessary to revise the syllabus reasonably according to the effect of classroom teaching.
Finally, considering that junior middle school students are in adolescence, most of them have rebellious psychology, and their psychology is not mature, in oral English class, teachers should give more humanistic care to students and help them improve their self-learning ability.