本研究在《普通高中英语课程标准（2017版）》的指导背景下，对高中英语阅读课堂中教师提问的支架进行研究，试图了解教师提问类型，以及提问中所具有的支架类型和支架功能。 本文基于社会建构主义、最近发展区和支架理论，以北京市的一所重点中学的高一年级3名英语老师为研究对象，通过基于教学视频的课堂观察，对三节英语阅读课（每节课时为45分钟）进行转码。在此基础上，结合Moore的问题分类框架以及Van de Pol et al.的支架分析框架，对这三位老师的教师提问进行分类和讨论。在教师提问分类的基础上，再进行支架类型和支架功能的分类和讨论，并对阅读课节选部分进行案例分析。最后，根据数据分析结果，进行研究总结和研究意义表达，以及指出研究局限。 本研究发现：1）基于《普通高中英语课程标准》的指导要求下，立足学生的最近发展区，基于布鲁姆教育目标分层，教师提问类型主要以经验型问题和产出型问题为主,来引导学生建构对新知识的理解以及促进思维的进一步发展；用事实性问题适当地辅助，激活学生已有知识，为进一步学习新知做铺垫；评价性问题灵活地给予引导，促进学生综合运用所学知识，来创造性地表达个人观点。2）教师支架主要以指导支架、提供线索支架、解释支架和反馈支架为主来辅导教师提问，它们在读中阶段教师帮助学生理解文本的内容中，发挥着重要的作用， 使学生对文本由最初的感知到逐渐的理解、运用、综合、以及学会评价。3） 教师支架的作用主要以减轻任务、标示关键特点和保持方向为主，使学生在朝着目标方向的基础上，建构新知识，促进其认知的发展；另外，学生的情感功能也得到重视，根据任务的难易，来调动学生的学习兴趣和积极性，以及鼓励学生自信学习，减少不必要的学习心理负担。 本研究的意义:1） 教师对提问需要具备“三个有意识”——有意识于学习相关提问理论来帮助教师探索自己的提问策略和有效地建构自己的提问体系；有意识于提问结构，在阅读课堂的三大阶段中，鼓励教师创建合理的问题分布结构，来促进学生的学习；有意识于提问数量要适当以及提问质量要提高，从而提高教与学的效率。2）鼓励教师立足于建立与学生间动态的、建设性的互动关系，来提出诊断性的问题；以及鼓励教师充分利用支架理论，来创建支架式教学和提供合理的支架式问题；此外，建议教师需要考虑不同学生间的个人差异以及他们的最近发展区。3）建议教师参考《普通高中英语课标标准（2017版）》的指导要求来合理的进行教师提问。 本研究的局限性：1）数据样本小，仅仅只在一所学校进行，需要进一步扩大研究参考范围。 2）对支架和提问的理论研究不深，对数据的深入挖掘度不够，需进一步研究支架和提问之间的关系。

Under the instruction of English Curriculum Standard for General Senior High school, this research focuses on looking into the current situation of scaffolding in teacher questioning based on English reading class, and then tries to figure out question types, as well as scaffolding types and scaffolding functions in teacher questioning. This researcher is carried out on the basis of social constructivism, Zone of Proximal Development and scaffolding, with research subjects of three teachers from two of prominent senior high schools in Beijing. Through observation on the three reading lessons separately lasting for 45 minutes, the teachers’ discourse is transcribed. And according to this, by virtue of the two analytical frameworks derived from Moore’s question classification and Van de Pol et al.’s scaffolding classification, the three teachers’ questions are categorized and discussed. Then according to the analyzed questions, the scaffolding types and scaffolding functions are categorized and discussed，as well as excerpts of reading classes are for analysis. Finally, referring to the result of analysis, research conclusion is proposed, research implications are demonstrated, and research limitations are revealed. The following are the research findings: 1) Under the direction of newly-published curriculum standard, taking students’ ZPD into account, and according to Bloom’s Taxonomy, the teachers mainly apply empirical questions and productive questions to instruct students in order to construct their understandings toward the formation of new knowledge and promote their thinking development; meanwhile, appropriately using some factual questions to provoke students’ prior knowledge and lay a good foundation for further learning, and flexibly utilize some evaluative questions to promote students to comprehensively employ what they have learned and speak their voice creatively. 2) In terms of the types of scaffolding, the teachers mostly tap into instructing scaffolding, giving hints scaffolding, explanation scaffolding and feedback scaffolding to facilitate teacher questioning; in particular, they play significant roles in helping students understand the content of the texts from original perception to gradual comprehension, from analysis to application, and from synthesis to evaluation at the while-reading stage. 3) When it comes to scaffolding functions, they are mainly direction maintenance, reduction in degrees of freedom and marking critical feature, which are beneficial for students to build their new knowledge and improve their cognitive ability with learning objectives as the orientation. Simultaneously, the emotional functions are valued which are used to adjust students’ learning interest and activities based on the level of task difficulty, encourage students to study confidently, and then to some degree reduce students’ psychological burden of learning. And research implications are shown as follow: 1) Teachers should have three awareness on questioning: awareness of learning questioning-related theories that would assist teachers to explore their own questioning strategies and then effectively construct their own questioning systems; awareness of the questioning structure: in the three-stage reading class, teachers are encouraged to appropriately make a well-distributed question structure, to facilitate students’ learning; awareness of the proper amount and high quality of questions to improve the efficiency of teaching and learning. 2) Teachers should build up a dynamic and constructive interaction with their students, and necessary diagnostic questions would be put further; teachers are also encouraged to take advantage of scaffolding theory to build up a scaffolded instruction as well as apply necessary mediated tools like questions; teachers are advised to take students’ individual difference as well as their ZPD into consideration. 3) Teachers should take the requirement of English Curriculum Standard for General Senior High school into account to appropriately create questions in English reading. However, limitations of this research are: 1) The research sample was only conducted in one school, which was limited and should be enlarged in different schools of different regions. 2) The research on scaffolding and questioning in this thesis was not profound enough, and exploration of research data needed further in-depth. It suggested that the relationship between scaffolding and questioning should be studied in depth.