英语论文网

thelearners needs to accomplish in order to succeed at a particular learning task"(Vygotsky,1978). So the learners can link prior knowledge with new information forcompletion of the task; the teacher's support is removed, and the student becomes moreconfident and independent. Scaffolding instruction is the ruler of enough support to promotelearning when the student first learns new concepts and skills. It provides a conceptualframework about understanding of knowledge for students.

Chapter Three Methodology........... 33-37
    3.1 Research Purposes.......... 33
    3.2 Hypothesis.......... 33
    3.3 Subjects ..........33-34
    3.4 Instruments ..........34-35
    3.5 Procedure of the Study ..........35-37
Chapter Four Data Analysis and Discussion.......... 37-63
    4.1 Data Analysis ..........37-45
        4.1.1 Data Analysis on Pre-test ..........37-38
        4.1.2 Data Analysis on Post-test.......... 38-41
        4.1.3 Data Analysis on Questionnaire..........41-45
    4.2 Discussing Results ..........45-46
    4.3 Application of Scaffolding Instructional Model..........46-60
    4.4 Pedagogical Implications.......... 60-63
Chapter Five Conclusion ..........63-67
    5.1 Major Findings.......... 63-64
    5.2 Limitations of the Study ..........64-65
5.3 Suggestions for Further Research.......... 65-67

Conclusion

More work needs to be done to overcome these limitations, in order to achieve a betterresult in application of scaffolding instructional model and make it more effective.Scaffolding instructional model still needs further development and improvement, especiallyin the process of building scaffolding and entering the context.Further researches can be replicated in other aspects of teaching with more samples indifferent senior high school to examine whether the result drawn in the present study is valid.And how to hold the relationship between teacher and student is worth exploring. There is noperfect teaching model that can solve all the problems. Of course, scaffolding instructionalmodel is no exception. We should carry out a deeper study on the basis of the results offormer researches rather than duplicate what the book presents. We should also take theessence and discard the dregs from the former research to adapt to the Education environmentof China.

Bibliography
[1] Anderson, A. & T. Lynch. Listening [M]. New www.51lunwen.org/gaozhongyingyu/ York: Oxford University press, 1988.
[2] Ashman, A. F& Conway, Robert N. F. An introduction to cognitive education: theory and applications[M]. London: New York Routledge, 2002.
[3] Berk, L. E,& Winsler, A. Scaffolding children' s learning: Vygotsky and early childhood education [D].Washington DC: National Association for the Education of Young Children, 1995.
[4] Bransford, J. Brown, A. & Cocking, R. How People Learn: Brain, Mind, and Experience&School [D].Washington, DC: National Academy Press, 2000.
[5] Brown, H. Douglas. Principles of Langua本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。