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Scaffolding instruction is an advanced pedagogical skill based on the theories ofConstructivism, Vygotsky’s zone of proximal development (ZPD) and his sociocultural theory.It is studied and applied widely in western counties, where it is attested effective and useful.Research on scaffolding instruction and English writing in china is still in its infancy. So it isnecessary to do some research on this teaching method for the students those who are poor inEnglish writing, especially the students in senior high school, who will face the most stressfulthing in their life, i.e., the examinations to enter an ideal university in their mind.

Chapter 2 Literature Review

2.1 Introduction of Scaffolding Instruction
2.1.1 Definition of Scaffolding Instruction
The pedagogical methods like the ways of scaffolding instruction may be used longbefore its name. The talking way that Socrate used to teach his students is a kind ofscaffolding. Maybe this is the earliest scaffolding. Wood, Bruner, and Ross first use the termscaffolding in the article The Role of Tutoring in Problem Solving, Which is one of the primalinstructional contexts. Scaffolding is described as “a process that enables a child or novice tosolve a problem, carry out a task or achieve a goal which would be beyond his unassistedeffort” (Wood, Bruner, Ross, 1976). In Bruner’s opinion, Scaffolding is a process of creatinga situation to learners to enable them to achieve the tasks which are a little difficult for them,but can be mastered through the learning activities.In the pedagogical activities, scaffolding is a teaching strategy where the learners andteacher collaborate in problem-solving activities with the teacher’s instruction, such assupport, input, guidance and demonstrations and gradually the learners become independentto solve problem.

2.1.2 The Types of Scaffoldings in Classroom Teaching
Hartman (2002) introduces different kinds of scaffoldings from the perspective ofdifferent standards.From the point of form, there are five types of scaffolding: suggestions, questions,examples, charts and guidelines in learning activities. The scaffolding should be provided indifferent and various forms to interest and motivate the students, and the activities should bediversified into colorful ways. By questions, the teacher stimulate the learners into deepthought about the task, what it is, how to solve it, and other thinking about the task. Teachersshould give the necessary suggestions, including some modification, guidance to solve thetask quickly and effectively. Examples give visual and vivid description about the materials, instruments and others used in the task. Charts give the learners the clearest images. It is eastto understand the task with the use of charts. Last, guidelines is the most vital part inscaffolding, it provide the framework of the task and principles of the students’ behaviors.

Chapter 3 Theoretical Framework............. 26-34
    3.1 Constructivism Theory ...........26-31
    3.2 Vygotsky’s Zone of Proximal Development...........31-32
    3.3 Vygotsky’s Sociocultural Theory........... 32-34
Chapter 4 Research Design........... 34-44
    4.1 Hypotheses ...........34-35
    4.2 Research Subjects...........35
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