A Study on the Application of Scaffolding Teaching Method in Middle School English Reading Teaching

英语作为义务教育阶段的三大主科之一，英语阅读是培养语言能力和学习策略的重要途径，是英语学习中不可或缺的一部分。但目前我国部分农村地区中学外语教学存在着教学方法单一、教学内容枯燥无味、教师参与度过高等问题。因此，传统的英语阅读教学模式的改革势在必行。根据《义务教育英语课程标准(2022年版)》中，要求教师以主题为依托，深入研究和分析语篇，设计层层深入的英语教学活动，从而促使学生核心素养的形成。因此，本研究主要针对部分农村初中生英语阅读现阶段水平这一问题进行调查研究，以重庆市万州区三峡初级中学的112名学生为调查对象，采用文献研究法和问卷调查法，通过调查发现部分农村初中生对于英语阅读的兴趣与主动性不强、课外阅读量少和存在不良习惯等问题。针对以上问题，本研究依托支架式教学理论提出以下建议。首先，教师要提前通过访谈、测试卷等多种方式对学生有一个全面的了解。其次，教师要充分备课，设计分级阅读任务。最后，教师需要建立同伴互助和多元评价机制，根据学生的表现，灵活地设置和拆除脚手架。As one of the three core subjects in compulsory education, English reading serves as a crucial pathway for developing language proficiency and learning strategies, constituting an indispensable component of English language acquisition. However, current foreign language instruction in some rural middle schools in China faces challenges including monotonous teaching methods, dull content presentation, and excessive teacher dominance. Consequently, the reform of traditional English reading pedagogy has become imperative. In accordance with the “Compulsory Education English Curriculum Standards (2022 Edition)” which mandate teachers to design progressively structured instructional activities through theme-based exploration and comprehensive text analysis to foster students’ core competencies, this study investigates the current state of English reading proficiency among rural junior high school students. Employing literature review and questionnaire surveys with 112 students from Three Gorges Junior High School in Wanzhou District, Chongqing Municipality, the research identified key issues: limited student interest and initiative in English reading, insufficient extracurricular reading volume, and prevalent poor reading habits. Addressing these findings through the lens of scaffolding instruction theory, this study proposes three strategic recommendations. First of all, teachers should obtain a comprehensive understanding of students through various methods such as interviews and test papers. Secondly, teachers need to prepare thoroughly and design graded reading tasks. Finally, teachers should establish peer assistance and multi-dimensional evaluation mechanisms, and flexibly set up and dismantle scaffolds based on students’ performance.