《普通高中英语课程标准（2017版）》自修订以来十分重视英语阅读教学及对学生阅读能力的培养。然而反观国内高中英语阅读课堂，教师的“教”与学生的“学”依旧有很多问题。近年受建构主义教学理论的影响，支架理论逐渐被运用到英语课堂中，教师通过搭建脚手架，帮助学生主动实现对知识的主动建构。因此本文旨在探究高中英语阅读课堂中教师使用了何种支架手段帮助学生提升阅读理解，这些支架手段背后的意图是什么以及学生是如何利用教师提供的阅读支架手段达到对文本的理解。

本文以9节来自国家优质教学资源网站的高一英语阅读课，以及北京某中学6节高二英语阅读课为例，通过课堂录像，访谈及实物收集得到数据，经过转录和编码后分析所得数据，旨在研究以下三个问题：1) 高中英语阅读课堂教师利用何种支架英语手段提高学生阅读理解？2) 教师提供的支架手段其背后的意图是什么？3) 学生是如何利用教师提供的支架理解阅读文本的？

通过分析讨论笔者得到以下结论：1) 高中英语课堂，教师使用6种支架手段帮助学生理解阅读文本，包括指示、解释、提示、示范、反馈以及提问。其中提示和提问两种支架手段运用次数最多，示范运用次数最少。此外在反馈和提问方面，教师没有给学生充足的机会进行自评和自行提出问题。2) 教师提供的支架手段其背后有4种意图包括，支持学生的元认知活动、支持学生的认知活动、支持学生的情感以及为德育过程提供帮助。3) 教师在学生阅读过程中提供支架手段后，学生会通过以下6种方式达到对文本的理解：接受教师的支架手段、修改教师支架手段、分析支架手段的意图、进一步与同伴交流、通过教师的支架手段反思自身学习，以及利用自身资源理解文本。

根据所得结论，笔者对高中英语课堂教师的支架活动提出以下5点建议：1）深入学习支架理论及其相关理论，2）加强与学生沟通所提供的支架手段其背后的意图，3）在反馈和提问方面给予学生更多自主性，重视学生自评以及自行提出问题，4）增加课堂的输出性活动，重视同伴间交流对学生理解文本的作用，5）允许学生根据自身学习需求加以选择地利用教师所提供的支架手段。

Since the revision of the English Curriculum Standard for Senior High School (2017 Edition), English reading teaching has gained more importance and the cultivation of students’ reading competency has also been emphasized. However, there are still some problems in the current situation of reading teaching, such as neglecting the centeredness of students in learning and limited in-class spontaneous talk between students and teachers. Based on such situation, it is found through many researches that scaffolding instruction has positive impact on both teaching and learning in English reading teaching. Through providing fine-tuned support based on the ongoing diagnosis of students’ current level and needs, teachers help students make contributions to the construction of their personal knowledge. As a result, this study intends to explore how and why teachers scaffold students’ reading in senior high school reading classes, and how students make use of the means of scaffolding provided by teachers to fulfil reading comprehension.

By selecting nine reading lessons of Senior one from the website, National Teaching Resources of High Qualityand 6 reading lessons of Senior two from a senior high school in Beijing, the author used class observation, interview and material collection to collect data of this study. After transcribing and coding the data, this study intends to explore the following three questions: 1) What are the means of scaffolding teachers use to improve students’ reading comprehension in senior high school reading class? 2) What are the intentions underlying the means of scaffolding teachers provide in senior high school reading class? 3) How do students make use of the scaffolding provided by teachers to fulfil their reading comprehension?

After data analysis and discussion of the results, three conclusions are generated in this study. 

1) There are altogether six means of scaffolding used by teachers in senior high school reading classes, including instruction, explaining, the giving of hints, modeling, feedback and questioning. Among the six means of scaffolding, the giving of hints and questioning are used most frequently and modeling is used least frequently. Besides, in terms of feedback and questioning, students are given little autonomy to self-evaluate their reading and generate their own questions in reading.

2) There are altogether four kinds of intentions for teachers to provide different means of scaffolding, including supporting students’ metacognitive activities, supporting students’ cognitive activities, support students’ affect and supporting the process of moral education in reading. 

3) There are altogether six ways of using the scaffolding from teachers for students to fulfil their reading comprehension, including accepting the means of scaffolding, adapting the means of scaffolding, analyzing the intentions of the means of scaffolding, exchanging ideas further with peers, using the means of scaffolding to self-reflect their reading, and working with inner resources.

Based on the conclusions and findings in this study, the author provides five suggestions for teachers to scaffold students’ reading in senior high school reading class. Firstly, teachers should learn more theories related to scaffolding instruction. Secondly, teachers should communicate fully with students the intentions of the means of scaffolding they provided. Thirdly, in terms of feedback and questioning, students should be given more opportunities to self-evaluate their reading and generate their own questions in reading. Fourthly, teachers should design more output activities and pay more attention to the benefits of peer interactions. At last, teachers should allow students to use the means of scaffolding discriminately based on their own learning needs.