Scaffolding and dialogic teaching in high school English reading: a case study of The Monarch’s Journey from a sociocultural perspective
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i2.5111
Abstract
This paper presents the specific practice of integrating scaffolding strategy and dialogic teaching in high school English reading classes from a sociocultural perspective, taking The Monarch's Journey as a case study. The paper does not stop at a general discussion, but specifically illustrates how scaffolding teaching can improve the teaching effect. At the same time, it also analyzes the practical role of classroom dialogue in improving students' reading level, critical thinking and knowledge internalization. The findings of the case analysis reveal that reasonable arrangement of the implementation sequence of scaffolding instruction can effectively expand students' Zone of Proximal Development (ZPD), and dialogic practice promotes the joint construction of textual meaning. This study offers a more pragmatic way of dealing with common problems in the classroom, such as low reading motivation and superficial text understanding.
Keywords
scaffolding strategies; dialogic teaching; sociocultural theory; high school English instruction
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[3] Wood D, Bruner J S, Ross G. The role of tutoring in problem solving[J]. Journal of child psychology and psychiatry, 1976, 17(2): 89–100.
[4] van de Pol J, Volman M, Beishuizen J. Scaffolding in teacher–student interaction: a decade of research[J]. Educ Psychol Rev, 2010(22): 271–296.
[5] Alexander R J. Towards Dialogic Teaching: Rethinking Classroom Talk (4th Edition)[M]. Dialogos, 2008.
[6] Zhu W. Building the framework of English reading through skillful use of "dialogue mechanisms"[J]. Teaching Reference of Middle School English, 2023(10): 28–30.
[7] Zhang T. Promoting the "learning through speaking" model in high school English through teacher-student dialogue[J]. English Teacher, 2023, 23(10): 113–116.
[8] Yang M. Analysis of high school English reading instruction based on sociocultural theory[J]. Overseas English, 2018(12): 22–23.
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