An Analysis of the Practice of Senior High School English Continuous Writing Based on Scaffolding Theory

Abstract

Guided by Scaffold Theory, this paper analyzes the mechanism and connotation of continuous writing, and proposes to construct a reading stand for reading, a creative design stand for writing, and a post-writing assessment stand, and presents them in the form of cases, with a view to improving the effectiveness of English continuous writing teaching guidance and students' writing ability. The results of the study show that after the implementation of scaffolding instruction, students' writing ability and level have been significantly improved, which is mainly reflected in the improvement of writing performance and the improvement of language expression ability.