支架式教学在初中英语整本书阅读中的应用研究-以T中学为例(英语论文)

iIntroductionThischapterintroducestheresearchbackground,purpose,significanceandresearchquestions1.1ResearchBackgroundAtpresent,Englishproficiencyishighlyvalued.Reading,asakeyinputskillamonglistening,speaking,reading,writing,andtranslating,iscrucial.Enhancingreadinginstructionanddevelopingstudents’readingabilitiesareessentialpartsofhighschoolEnglishcurricula.MasteringEnglishreadingskillsrequiresextensivevocabulary,grammarknowledge,andculturalunderstanding,withafocusonlinguisticaspectsandlogicalthinkingdevelopment.TheGrade5objectivesintheCompulsoryEducationEnglishCurriculumStandards(2022Edition)emphasizecompetenciessuchasdeducingunfamiliarwordmeaningsthroughcontext,summarizingandinterpretingtexts,predictingcontentdevelopment,andengagingwithmoderatelycomplexmaterials.Studentsareencouragedtousevariousreadingstrategieslikeskimmingandintensivereading,aimingforareadingvolumeofover150,000words.AsChina'sinternationalinvolvementgrows,Englishreadingbecomesakeytoolforintellectualgrowth,languageproficiency,andcross-culturalcommunication.However,fragmentedclassroomreadinginstructionoftenfailstomeetcoreliteracyrequirements.Whole-bookreadingcanenrichexperiencesandalignwithliteracygoalsbuthaslimitedpracticalapplication.Scaffoldinginstruction,groundedinVygotsky'sZoneofProximalDevelopmenttheory,isacrucialapproach.Thisstudyappliesscaffoldingtechniquestoseventh-gradestudentsatTanshuimiddleschoolinYangjiangcityusingamixed-methodsapproach,includingdataanalysis,questionnaires,andinterviews.1.2SignificanceandPurposeoftheStudyThisstudyaimstoexploretheapplicationofthescaffoldingteachingmethodinwhole-bookreadinginstructioninjuniorhighschoolEnglish.Byprovidingstudentswitheffectivescaffolds,ithelpsthembetterunderstandthecontentofwholebooks,enhancestheirreadingcomprehensionability,stimulatestheirinterestinEnglishreading,cultivatestheirautonomousreadinghabitsandthinkingskills,andexploresmethodstoeffectivelyintegratescaffoldingteachingwithwhole-bookreadinginjuniorhighschoolEnglishteachingtoimprovestudents’overallEnglishliteracy.Althoughtherehasbeenextensiveresearchinrelatedfields,thereisstillalackofsystematicandin-depthexplorationintheapplicationofscaffoldingteachingmethodstowhole-bookreadinginjuniorhighschoolEnglish.Thisstudycanfurtherimprovethetheoreticalsystemandprovidenewperspectivesandtheoreticalsupportforsubsequentresearch.Intermsofpractice,thisstudyisofgreatvalue.Itcanhelpstudentsovercomereadingdifficulties,enhancetheirreadingability,cultivatetheirautonomouslearningskills,stimulatetheirinterestinlearning,andprovidespecificteachingstrategiesandmethodsforjuniorhighschoolEnglishteachers,promotingteachingreformandimprovingteachingeffectiveness.1.3ResearchQuestionsInrecentyears,YangchunTjuniorhighschoolhasmadegreatprogressinEnglishteachingofwhole-bookreading.Teachersusuallyselectmaterialssuitableforstudents’readinglevels,suchassimplifiedversionsofclassicnovelslike“RailwayBoys”andgradedreaderslikeBlackBrinEnglishreaders.Thesematerialsarerichincontent,closetostudents'lives,andchallenginginlanguage,whichcanstimulatestudents’readinginterestandhelpthemimprovetheirlanguageskillsstepbystep.Intermsofteachingmethods,teachershaveadoptedavarietyofinnovativestrategies.First,the“wholein,wholeout”teachingmethodiswidelyused.Focusingonthethemeofthewholebook,teachersdesignteachingactivitiestohelpstudentsbuildmeaningthroughthematicexploration.Forexample,teachersdesignlead-inclasses,discussionclasses,andinnovativeclassesaroundthethemeofabooktoguidestudentstounderstandthecontentasawhole.Second,thetask-basedreadingguidancemethodisalsowidelyused.Teacherscreatereadingguidanceworksheetsthatfeaturetasksliketextcomprehension,characterorganization,andnotablesentenceextraction.Theseactivitiesassiststudentsinreadingthoroughly,organizingcharactersandeventsfromthebook,andintegratingcomprehensivereadingstrategies.Inaddition,teachersalsousecollaborativeinquiry-basedlearningmethods,combiningindependentreadingwithpeerreading,andcarryoutactivitiessuchasbrainstorming,readingcircles,androle-playingtoenhancestudents’pragmaticabilities.Forexample,inreadingcircleactivities,studentsdeeplyunderstandtheplotsandcharactersofthebookandimprovetheirlanguageexpressionabilitiesthroughgroupdiscussionsandrole-playing.Thesemethodsnotonlyenhancestudents'readinginterestbutalsohelpthemtransformtheexperiencesinthebookintotheirown,promotingin-depthreading.AninvestigationwillbeundertakenatTJuniorSchoolofYangcuntoassesstheefficiencyofwhole-bookreadingpedagogyinEnglishinstruction.Thefindingsofthisstudyareintendedtoprovideinsightsintothefollowingquestions:Whatisthecurrentstatusofwhole-bookreadingamongtheseventh-gradestudentsatajuniorhighschoolinYangchun?Howdoestheapplicationofscaffoldinginstructioninwhole-bookreadinginstructioninfluencestudents’Englishreadingliteracy?Whatarestudents’attitudestowardtheapplicationofscaffoldinginstructioninwhole-bookreadingteaching?1.4LayoutoftheThesisThisthesisiscomposedoffivechapters.Thefirstchapterpresentsanintroductiontotheresearch,includingresearchbackground,significanceandpurposeofthestudy,researchquestionsandlayoutofthisthesis.ThesecondchapterisliteraturereviewaboutitintroducesthepreviousstudiesonScaffoldingandtheapplicationoftheScaffoldingTeachingModel,aswellastheapplicationofScaffoldingInstructioninEnglishreading.ThethirdchapterprovidesanoverviewoftheConstructivismTheory,relationsbetweenConstructivismTheoryandScaffoldingTeachingModel,Vygotsky'sZoneofProximalDevelopment,andtherelationsbetweenZoneofProximalDevelopmentTheoryandScaffoldingTeachingModel.Thefourthchapterdiscussestheresearchmethodsusedinthisthesis,includingthedatacollection,researchmethods.Theresearchmethodsprimarilyconsistofquestionnaireandinterviews.Datacollectionisrelatedtothequestionnaireandinterviews.Thefifthchapteristhecorepartofthisresearch,itfocusesontheanalysisofdatafromthequestionnaireandinterviews.Thesixthchapterdrawsaconclusionforthisthesis,composedoffindings,implicationsandlimitations.Finally,thechapterconcludeswithsuggestionsforfutureresearch.LiteratureReviewThischapterprovidesanoverviewofkeystudiesonexistingresearchonScaffolding,theApplicationoftheScaffoldingTeachingModel,andtheapplicationofScaffoldingInstructioninEnglishreading.2.1PreviousStudiesonScaffoldingScaffolding,originallyatemporaryplatformusedinconstructiontosupportworkersandmaterials,ensuringthecompletionofbuildingtasksandsubsequentlydismantled,hasbeenmetaphoricallyintroducedintothefieldofeducation.Aseducationhasevolved,scholarshaveadvocatedforteacherstoembodytheroleofscaffoldswithininstructionalactivities.Thismetaphoremphasizesthatteachersshouldprovidenecessarysupporttofacilitatestudents'learningprocessesand,oncestudentscanindependentlycompletetheirlearningtasks,graduallyremovethissupport.Thisapproachmirrorsthetemporarynatureofconstructionscaffolding,underscoringtheimportanceofguidedassistancethatisincrementallyreducedaslearnersdevelopautonomy.Wood(1976)wasthefirsttointroducetheconceptofscaffoldingintoeducation,advocatingthatteachersprovidescaffoldingsupportinlearningactivitiestohelpstudentsovercomelearningchallenges,enhancelearningefficiency,andswiftlyresolveissues.Benson(1997)alsounderscoredtheimportanceofscaffoldinginteaching,likeningittoabridgethatoffersstudentsshortcutstotaskcompletion.Withappropriateteacherassistance,studentscanefficientlysolveproblemsandexpeditetaskaccomplishment.Incontrasttoforeignscholars,Chinesescholarshavealsoprovideddefinitionsofscaffolding.LiuDenghui(2022)indicatedthatscaffolding,asatemporaryauxiliaryteachingmethod,helpsstudentsquicklyfindshortcutstoproblem-solving,therebyenhancinglearningefficiencyandaidingtheminrapidlyachievingtheirlearningobjectives.LouYouqi(2023)pointedoutthatscaffoldingreferstothenecessaryassistanceprovidedbyteachersduringthelearningprocess.Byfulfillingtheroleofscaffolding,teachershelpstudentsrapidlyandeffectivelyconnectnewandoldknowledge,therebyimprovingteachingqualityandefficiency.Moreover,aftercompletingthescaffoldingrole,teachersshouldpromptlywithdrawtoleaveroomforstudents'independentexplorationanddevelopment.Theseperspectivescollectivelyhighlightthedynamicandsupportivenatureofscaffoldingineducationalsettings,emphasizingitsimportanceinfacilitatingstudentlearninganddevelopment.Insummary,whilescholarsmayhaveslightlydifferentdefinitionsofscaffolding,thereisgeneralagreementthatitreferstothesupportivetoolsprovidedbyteachersinstudents'learningactivities.Thepurposeofthesetoolsistohelpstudentsfindefficientsolutionstoproblems,therebyenhancingthequalityandefficiencyoflearningandenablingthemtobettercompletetheirlearningtasks.Thispaperdiscussesscaffoldingbybuildingonexistingdefinitionsandintegratingitmoredeeplywitheducationalpractice,representinganextendedapplicationoftheconcept.Scaffoldinginstructionisfrequentlyappliedinthezoneofproximaldevelopmentbecauseitisparticularlybeneficialforbeginnersinthelearningprocess.Iteffectivelyleveragestheinstructionalroleofthosewhoaremorecapablethanthelearner.Inthiscontext,studentsareconsideredbeginnersinthelearningprocess,whileteachersarethemorecapableindividualswhoprovidethenecessarysupportandassistance.Scaffoldinginstructionhasgarneredattentionfromnumerousscholars,whosedefinitionsofitvary.Bransford(2000)viewsitasaprocesswheremoreadvancedlearnersassistlessadvancedonesinachievinglearninggoals.Typically,teachers,asthemoreknowledgeableparty,helpstudentsovercomelearningchallenges.Chinesescholarshavealsoengagedwiththisconcept.JiShunyu(2015)definesscaffoldinginstructionasconstructingframeworkstohelplearnersgraspknowledgemorequicklyandsimplifylearningtasks,therebydeepeningstudents'understandingandmakinglearningmoreefficient.ZhuLing(2016),integratingscaffoldinginstructionwiththezoneofproximaldevelopmenttheory,emphasizesthatteachersshouldbuildonstudents'actuallearningsituationstocreateframeworks.Thisapproachguidesstudentstowardtheirzoneofproximaldevelopment,facilitatingcognitiveadvancement.Insummary,despitedifferingdefinitions,scholarsgenerallyagreethatscaffoldinginstructioninvolvesteachersprovidingguidanceandsupporttoenhancestudents'learningabilities.2.2PreviousStudiesontheApplicationoftheScaffoldingTeachingModelInrecentyears,scaffoldinginstructionhasbeenaresearchfocusinacademia.Scholarshaveconductedextensiveresearchandachievedsignificantresults.Theseresearchfindingscanbecategorizedintotheoreticalandpracticalresearch.Intermsoftheoreticalresearchonscaffoldinginstruction,itisateachingmethodderivedfromconstructivistlearningtheory.Itinvolvesbreakingdowncomplexcontentduringtheteachingprocesstoformascaffoldingframework.Thisallowsstudentstousethescaffoldingtoprogressstepbystepfromtheirproximalzoneofdevelopment,solvecomplexproblems,andultimatelycompletetheirlearningtasks.Inrecentyears,scaffoldinginstructionhasbeenafocalpointinacademicresearch,withnumerousscholarsconductingextensivestudiesandachievingsignificantresults.Theseresearchfindingscanbecategorizedintotheoreticalandpracticalresearch.Intherealmoftheoreticalresearchonscaffoldinginstruction,itisregardedasateachingmethodthatbuildsuponconstructivistlearningtheory.Itinvolvesbreakingdowncomplexcontentduringtheteachingprocesstoformascaffoldingframework.Thisallowsstudentstoutilizethescaffoldingtoprogressstepbystepfromtheirproximalzoneofdevelopment,tacklecomplexproblems,andultimatelycompletetheirlearningtasks.Pittaway(2023)positsthattheessenceofscaffoldinginstructionliesinprovidingscaffolds,enablinglearnerstoprogressivelyengagewithchallenginglearningcontentandpreventingoverlylargeleapsinlearningmaterial.Lin(2023)emphasizesthateducatorsshouldofferlearnersaframeworkforunderstandingknowledge,evenincomplexknowledgedomains.Thisinvolvesdecomposingexistingknowledgetograduallyintroducelearnerstotheknowledgedomain.Scaffoldinginstructionislearner-centered,offeringappropriate,incrementalscaffoldstoassiststudentsinresolvinglearningissuesandsupportingtheirstep-by-stepexploration.ZhangXinran(2022),usingtheEnglishdisciplineasacasestudy,arguesthatscaffoldinginstructiontheoryprovidesarobustfoundationforEnglishteaching.Teachersneedtofollowconstructivisttheorytofacilitatestudents'continuoustransformationofthezoneofproximaldevelopmentintotheactualdevelopmentalzone.Thisprogressivelearningapproachhelpsstudentsenhancetheirabilitiesandbetterachieveteachingobjectives.ZhouJincheng(2022)suggeststhatscaffoldinginstructionissuitableacrossmultiplefieldsandhasapositivepromotingeffectoneducationinanydiscipline.Theresearchalsohighlightsthepotentialofintegratingbigdataandartificialintelligencetechnologieswithscaffoldinginstruction,indicatingamaindirectionforfutureeducationdevelopment.Manyscholarshaveconductedrichtheoreticalresearchonscaffoldinginstruction,agreeingthatitsignificantlypromoteslearners'learningoutcomes.Teachersareencouragedtoadoptscaffoldingtheoryasabasisintheirteachingactivitiestoimprovelearningeffectiveness.Inpracticalresearchonscaffoldinginstruction,ithasbeentheoreticallyconfirmedthatthisapproachsignificantlyenhanceslearningqualityandefficiency.Tobetterimplementscaffoldingteaching,manyscholarshaveconductedextensivepracticalresearch.El-Sadig(2013)emphasizedthatwhenteachersprovidescaffoldingassistance,theyshouldnotcompletelyreplacestudents’independentlearning.Instead,teachersshouldmainlyguideandhelpsolvekeyproblems,maintainingstudents'abilitytolearnindependently.Teachersshouldonlyoffernecessaryscaffoldinghelpwhenstudentsencounterinsurmountabledifficulties.Shirmohammadi&Salehi(2018),intheirresearchonthepracticalapplicationofscaffoldinginstructiontheory,believethatteachersneedtofindeffectivescaffoldingmethods.Theyshouldunderstandstudents'needs,identifythecruxofproblems,andprovidetimelyandeffectivesupport.Moreover,teachersmustrecognizethatoncestudentshavelearnedtherelevantknowledgepointsandusedscaffoldingtoovercomedifficultpoints,theyshouldpromptlyremovethescaffoldingandcontinuetohavestudentstackleotherproblemsindependently.Inpracticalresearchonscaffoldinginstruction,ithasbeentheoreticallyconfirmedthatthisapproachsignificantlyenhanceslearningqualityandefficiency.Tobetterimplementscaffoldingteaching,manyscholarshaveconductedextensivepracticalresearch.LvJing(2020)mentionedthatscaffoldinginstructionfocusesonencouragingstudentstocompletetheirlearningindependently.Whenstudentsencounterdifficulties,teachersneedtoanalyzethespecificchallengesstudentsfaceandprovidetargetedassistancetohelpthemcompletetheirlearningtasks,effectivelybecomingascaffoldforthestudents.LiuXiaojie(2020)believesthatteachersshouldfirstgainacomprehensiveunderstandingofstudents’learningsituations.Onlybyfullygraspingthestudents’basicsituationscanteachersbuildauthenticcontextualscaffolds,therebyexploringstudents’independentwritingabilities.Teachershavetheresponsibilitytounderstandstudents’Englishlearningsituationsandoffertargetedhelp,assistingstudentsinbettercompletingtheirEnglishstudies.ScholarshaveaffirmedthesignificanceofscaffoldinginstructioninEnglishreadingeducation,andpracticalresearchindicatesthatiteffectivelyenhancesstudents’Englishreadingoutcomes.Scaffoldinginstruction,closelylinkedtoVygotsky'sZoneofProximalDevelopmentandconstructivistlearningtheory,playsacrucialroleineducation.Itinvolvesteachersprovidingtemporarysupporttohelpstudentstacklecomplextasks,graduallyreducingassistanceasstudentsbecomemorecapable.Thismethodnotonlyimproveslearningqualityandefficiencybutalsofostersindependentlearning.Forinstance,LvJing(2020)andLiuXiaojie(2020)highlighthowscaffoldinginstructionhelpsstudentsovercomelearningdifficultiesanddevelopautonomouslearningskills.Extensiveresearchhasshownthatscaffoldinginstructionisaversatileandeffectiveteachingmethodapplicableacrossvariousdisciplines,helpingstudentsprogressivelyenhancetheirlearningabilitiesandultimatelyachieveindependentlearning.2.3TheApplicationofScaffoldingInstructioninEnglishReadingSinceitsintroduction,scaffoldinginstructionhasgainedwidespreadattentionandbeenincreasinglyappliedinEnglishreadingclassroomsduetoitseffectiveness.ScholarshaveconfirmedtheeffectivenessofscaffoldinginstructioninEnglishreadingclasses.Graves(1995)appliedscaffoldinginstructioninEnglishreadingclasses,providingstudentswithsupporttohelpthemcompletereadingtasks.Gibbons(2002)proposedseveralscaffoldingmethodsthatcanenhancestudents’readingabilityandprovedthatscaffoldinginstructioncanbeeffectivelyappliedinsecondlanguagereading.Hartman(2002)alsobelievedthatscaffoldinginstructioncanimprovestudents’readingskills.Throughexperimentalcomparisons,hefoundthatdiscussionsandcollaborationinscaffoldreadinginstructioncanenhancestudents’overallunderstandingofthetext.Tosumup,foreignscholarshaveconfirmedtheeffectivenessofscaffoldinginstructioninEnglishreadingclassesanditsimpactonstudents’readingability.Followingtheintroductionofthismethod,manyChineseexpertsandscholarshavealsoexploreditsapplicabilityinEnglishreadingclassrooms,consideringChina'suniqueeducationalcontext.Intermsofresearchsubjects,WangYan(2011)firstappliedscaffoldinginstructioncombinedwithcomputer-assistedlanguageteachingtohighschoolEnglishreadingclasses,concludingthatthisapproachimproveshighschoolstudents'Englishreadingability.Shealsoproposedmoduleslike“onlineclassroom,discussionareas,andQ&Asessions.”ZhangHao(2014)useduniversitystudentsasexperimentalsubjects,applyingscaffoldinginstructiontocollegeEnglishreadingclasses,butthesmallsamplesizeandunrepresentativedatamadetheresultslessconvincing.XuJie(2015)pioneeredtheuseofscaffoldinginstructionwithjuniorhighschoolstudents,employingtests,questionnaires,andinterviews.Theresultsindicatedthatscaffoldinginstructionenhancesjuniorhighstudents'self-directedlearningawarenessandreadingabilityinEnglish.Insummary,althoughChina'sscaffolding-assistedreadinginstructionstartedlaterthanthatinforeigncountries,researchinthisareaisgrowing.Currently,scaffoldinginstructioniswidelyusedinhighschoolEnglishreadingclasses,buttherearerelativelyfewstudiesfocusingonthejuniorlevel.Mostexistingresearchcentersonteachingprocesses,theimpactofscaffoldinginstructiononstudents'readinginterestandability,itsadvantagesinreadingteaching,andrecommendationsforitsuseinEnglishreadingclasses.Therefore,focusingonjuniorhighschoolstudents,thisstudywilluseactionresearchtoexplorehowscaffoldinginstructionaffectstheirwhole-bookEnglishreading.III.TheoreticalFrameworkThischapterprovidesanoverviewoftheConstructivismTheory,relationsbetweenConstructivismTheoryandScaffoldingTeachingModel,Vygotsky'sZoneofProximalDevelopment,andtherelationsbetweenZoneofProximalDevelopmentTheoryandScaffoldingTeachingModel.3.1ConstructivismTheoryTheoriginsofconstructivismcanbetracedbacktoSocrates’“midwiferymethod”inancientGreece,whichcentersonguidingstudentstothinkandconstructknowledgeactivelythroughdialogueandquestioning.Inmoderntimes,thetheoryofconstructivismwassystematizedbytheSwisspsychologistPiaget.Piagetproposedthatchildrenconstructtheirknowledgeoftheexternalworldthroughinteractionwiththeenvironment,viatheprocessesof“assimilation”and“accommodation”.Buildingonthisfoundation,Vygotskyfurtheremphasizedthesignificantroleofsocio-culturalcontextsincognitivedevelopment,introducingtheconceptofthe“ZoneofProximalDevelopment”,whichpositsthatteachingshouldfocusonstudents’potentialcapabilities.Additionally,Bruner’sdiscoverylearningtheoryenrichedtheconnotationsofconstructivismbyhighlightingstudents’activeexplorationandknowledgeconstructionduringthelearningprocess.Theevolutionofthesetheorieshasestablishedconstructivismasavitalcomponentofcontemporaryeducationaltheory,widelyappliedinteachingpracticestodriveeducationalinnovationanddevelopment.3.2RelationsbetweenConstructivismTheoryandScaffoldingTeachingModelConstructivismandthescaffoldingteachingmodelarecloselyintertwinedandmutuallyreinforcing.Constructivismemphasizesthatlearnersactivelyconstructknowledgethroughinteractionwiththeenvironment.Scaffoldingteaching,basedonthisconcept,helpsstudentsgraduallybuildtheirknowledgesystemthroughsupportssuchasteacherguidanceandpeerassistance.Vygotsky’s“ZoneofProximalDevelopment”theoryfurtherhighlightstheimportanceofthesocio-culturalcontextincognitivedevelopment,andscaffoldingteachingprovidessupportwithinthiszonetofacilitateknowledgeconstructionthroughinteraction.Additionally,constructivismholdsthatteachingshouldguidestudentstoprogressfromtheircurrentlevelofknowledgetoahigherlevel.Scaffoldingteachingachievesthisbygraduallyreducingsupport,enablingstudentstoindependentlycompletelearningtasks.Thisnotonlyalignswithconstructivistprinciplesbutalsodeepensstudents'knowledgeconstructioninpractice.Withintheconstructivistframework,teachersactasfacilitatorsandpromoters.Inscaffoldingteaching,teachersprovidesupports,leaddiscussions,andofferfeedbacktohelpstudentsconstructknowledgeanddevelopindependentlearningskills.Insummary,scaffoldingteachingisanapplicationofconstructivisttheoryineducationalpractice.Itpromotesstudents’activeknowledgeconstructionandcognitivedevelopmentthroughappropriatesupport,whilealsofosteringcriticalthinkingandindependentlearningabilities.3.3ZoneofProximalDevelopmentTheoryTheZoneofProximalDevelopment(ZPD)theorywasintroducedbySovietpsychologistLevVygotskyinthelate1920sandearly1930s.Vygotskypositedthatachild’sdevelopmentallevelcanbecategorizedintotwotypes:theactualdevelopmentallevel,whichisdemonstratedbyachild’sabilitytosolveproblemsindependently,andthepotentialdevelopmentallevel,whichisachievedthroughguidancefromadultsorcollaborationwithmorecapablepeers.Thegapbetweenthesetwolevelsistermedthe“ZoneofProximalDevelopment”.Vygotskyemphasizedthatteachingshouldprecededevelopmentbyprovidingappropriateguidanceandsupporttohelpchildrenrealizetheirpotential.Hearguedthatteachingshouldnotmerelytrainexistingabilitiesbutalsostimulateandformfuturepsychologicalfunctions.Additionally,Vygotskyintroducedtheconceptofthe“optimalperiodforlearning”,assertingthatinstructionmustoccurduringthebestphaseofachild’spsychologicaldevelopmenttoensureeffectivegrowth.ThedevelopmentoftheZPDtheoryisalsoreflectedinitssignificantimpactoneducationalpractice.Thetheoryunderscorestheimportanceofsocio-culturalcontextinchilddevelopment,suggestingthatchildrencanacquirehigherpsychologicalfunctionsthroughsocialinteractionswithadultsormorecapablepeers.Moreover,Vygotsky'sresearchindicatesthattheZPDisadynamicarea,withitsscopeandcontentevolvingasthechilddevelops.Insummary,Vygotsky’sZPDtheorynotonlyprovidesacrucialtheoreticalfoundationforunderstandingchilddevelopmentbutalsooffersvaluableguidanceforeducationalpractice,highlightingthepivotalroleofteachinginfosteringchilddevelopment.3.4RelationsbetweenZoneofProximalDevelopmentTheoryandScaffoldingTeachingModelTheZoneofProximalDevelopment(ZPD)theory,introducedbySovietpsychologistLevVygotsky,highlightsthegapbetweenwhatalearnercandoindependentlyandwhattheycanachievewithguidancefromamoreknowledgeableindividual.ThistheoryformsthebasisfortheScaffoldingTeachingModel.Thescaffoldingteachingmodel,basedonthistheory,providestemporarysupport(suchashints,guidance,orfeedback)tohelplearnerscompletetasksthatwouldotherwisebetoodifficultforthemtoaccomplishalone.Thissupportaimstohelplearnersadvancefromtheircurrentlevelofdevelopmenttoahigherlevel,ultimatelyenablingthemtocompletetasksindependently.ThescaffoldingteachingmodelisdirectlybasedonVygotsky'sZPDtheory.ItoffersappropriateguidanceandsupporttoassistlearnersinworkingwithintheirZPD,therebypromotingtheircognitivedevelopment.Thescaffoldingteachingemphasizesthegradualadjustmentofsupportlevelsaccordingtothelearner'sprogress.ThisdynamicapproachensuresthatlearnersremainwithintheirZPD,avoidingfrustrationfromoverlydifficulttasksorboredomfromtasksthataretoosimple.TheZPDtheoryunderscoresthesignificanceofsocialinteractioninlearning,positingthat