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s the main actors, and teachers as themain actors”, but also can fill this insufficiency. The application of basic theories hasfurther strengthened the teaching classroom for the writing of basic knowledge.

On the other hand, from the perspective of practical activities, Englishwriting teaching has been improved by the research. First, this research will have aproactive effect on promoting the teacher's English classroom teaching; secondly, thebinding of scaffolding and the writing teaching can reasonably incorporate thecharacteristics of creative classroom teaching. The teachers can show specificguidance and references for practical activities to improve the teaching. Finally, based on the selection, construction, it can heighten group cooperative learning andindividual research, change students' attitude to English writing, and improve theirEnglish writing ability.

Chapter 2 Literature Review

2.1 Scaffolding Instruction

2.1.1 Definition of Scaffolding Instruction

In the 1950s, Bruner, an expert in cognitive psychology, introduced thedefinition of scaffolding to the education industry and defined it as a foot-board,which is a temporary construction structure. Wood (1994) feels that “under applicableconditions, children can broaden their professional skills and knowledge to a higherability” (p. 89). Donato (1994) thinks that it is a specific tool to increase theprofessional knowledge and skills of students. That is to say, teachers or new entrantsof the industry show that they are applicable and help them grasp new professionalknowledge and super skills as soon as possible. Slavin (1994) believes that theclassroom teaching of scaffolding is to specifically guide children and children tograsp, create and internal professional knowledge, and then promote the improvementof cognitive level.

To sum up, there is no designated definition on scaffolding instruction,but as a teaching method, it is widely accepted that students will stimulate their own professional knowledge level and the specific guidance of the teacher. Withenvironmental elements such as situation, conversation, students slowly complete themeaning construction of professional knowledge. In this way, the teacher is as a guideto help students create practical meaning. Students are active builders of meaning andthey aren’t passive recipients of content.

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