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本文是一篇高中英语教学论文，笔者基于支架理论的PBL模型充分发挥了PBL模型以学生为中心的优势和教师主导的支架教学优势，PBL模型在写作教学中的应用使学生更愿意参与语言学习。它提倡积极参与、探究、合作学习、独立探究和引导发现，真正体现了教师主导和学生主导的教学模式。

CHAPTER ONE INTRODUCTION

1.1 Background of the Research

The current global trend in Educational reform is a shift from knowledgeeducation to ability and competency education.Under such tendency,the corecompetency of English discipline as proposed in The National English CurriculumStandard for Senior High School(2017 Edition),which refers to linguistic ability,cultural awareness,thinking quality,and learning ability,has gained increasingattention in China.The standard requires the transformation from the cultivation ofstudents’comprehensive ability of using language to students’core competency ofEnglish discipline(Wang,2018).In actuality,the cultivation of students’corecompetency is inseparable from the cultivation of students’high level of writingability,which means that the teaching of English writing is very important to thedevelopment of students’core competency.Writing,being the most difficult aspect ofcultivating the four English language skills,can better reflect students’Englishcomprehensive language competency.Therefore,the English writing teaching shouldbe emphasized in language teaching.

With the inclusion of current writing tasks,such as summary writing andcontinuation writing in Zhejiang’s college entrance examination,the requirements forteachers’writing instruction and students’writing performance have increased.At thesame time,English language teachers are confronted with the unavoidable fact thatthe current English writing situation in senior high school is not optimistic,withstudents frequently unwilling to write.Why are they generally not motivated to write?How can their motivation to be increased?

1.2 Purpose and Significance of the Research

The significance of this research can be illustrated from both theoretical andpractical significance.When it comes to the theoretical significance,this research canguide teachers to apply PBL model based on Scaffolding Theory in English writingclass.Through the previous studies of PBL model in English teaching and scaffoldingteaching in English teaching,the author finds that most of the research on these twoaspects is in reading and vocabulary.As for the studies in English writing teaching,itmainly focuses on the higher education,but few in senior high school English writingteaching.Also,there is no research try to explore scaffolding using in applying PBLmodel to English writing teaching in China.Therefore,it is necessary for the author tointroduce the PBL model based on Scaffolding Theory to senior high school English writing teaching practice.

As for practical significance,this study aims to find out the effects of PBL modelbased on Scaffolding Theory on students’writing and to solve the problems ofEnglish writing in senior high schools.Aiming at addressing the limitation of thetraditional English writing teaching mode,this study can provide teachers with freshideas for teaching writing in senior high schools in order to increase students’writingmotivation and performance.Furthermore,this research might inspire teachers’teaching and serve as a reference for future writing instructional practice.

CHAPTER TWO LITERATURE REVIEW

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