摘要

大量研究表明阅读动机对于外语学习者阅读能力有很多积极的影响。填鸭式的阅读教学使得学生渐渐失去了阅读的兴趣，尤其是高中生。学生没有阅读的动机，又想把成绩考好，就盲目的做习题。其实，平时的积累才至关重要。因此，必须改变阅读教学模式，激发并培养学生的阅读动机。支架教学长期被广泛运用于英语教学研究中，已有了显著的成效，本文旨在以支架教学作为高中阅读教学模式，研究支架式教学法是否或多大程度上能够激发培养高中生英语阅读的兴趣和动机，并得出结论。

关键词：支架教学；最邻近发展区；阅读动机

Abstract

Lots of studies indicate that motivation on English reading has many positive effects. The cramming form of reading instruction makes students lose their interest on reading, especially senior high school students who have almost no motivation on reading. Students themselves are eager to achieve great marks, and thus they do lots of exercises with no right purpose. In fact, it is the accumulations at ordinary times that matters much. Therefore, emphasis should be paid on changing the mode of English reading instruction to activate and cultivate students’ motivation. The scaffolding instruction has been widely used in English teaching which has achieved distinguished effects. This thesis aims to take the scaffolding instruction as the high school English reading instruction mode to study whether or to what extent can scaffolding instruction activate and cultivate students’ motivation on reading in senior high school.
 
Key words: scaffolding instruction; the zone of proximal development; reading  motivation

1.    Introduction
1.1 The zone of proximal development
English teaching should take students as the main body and teachers as guiders, developing students’ self-directed learning ability and cooperative learning ability and forming effective English learning strategies by advocating students to participate actively in learning process. At present, with the new education idea, the learning mode “autonomy, cooperation, exploration” is more and more popular. The “scaffolding instruction” is similar to this learning mode. The scaffolding theory originated from Vygotsky’s zone of proximal development theory.
In the 1930s, the Russian psychologist, Vygotsky presented the “zone of proximal development” theory, whose main perspective is that those who are less capable of solving problems alone can make progress with the help of adults or partners who are better than them. The zone of proximal development refers to the distance between the existing level and potential level to be narrowed soon of a learner. In the zone of proximal development, when teachers and students communicate with each other, they are sharing cultural knowledge together. Then, the development of cognition will be brought about. When students internalize such interaction brought about by the medium---culture, the development of cognition then be formed. In this interaction, students don’t passively acquire cultural knowledge, and they don’t need to give responses to the events automatically or precisely. Students have their own understanding about social interaction, and they integrate these understandings with their experience in specific situations to construct their own thoughts.