随着课程改革的深入和高中英语新课程标准的颁布，发展学生的英语学科核心素养越来越重要。阅读能力作为学生语言能力的一个重要方面，越来越受到重视。在阅读课堂教学中发展学生的阅读能力，提高阅读教学质量，对教师的教学能力提出了更高的要求。作为教师教学能力的一个重要方面，支架与开展课堂活动、提高课堂效率息息相关。然而，在实际的英语阅读课堂中，仍然存在“重知识讲授，轻阅读能力培养”以及教师支架效果不佳等现象。因此，本研究旨在了解优秀高中英语教师阅读课堂的支架使用情况，探究教师支架如何支持学生的学习。

本研究以第十届和第十一届全国高中英语课堂教学观摩比赛活动中三位获得一等奖的教师为研究对象，通过视频观察、转写课堂实录等方法收取研究数据，收集教师教案、课后反思及专家点评等资料，并对数据进行编码统计，探究高中英语课堂教师支架使用情况和支架所发挥的功能。

通过分析与讨论，本研究的结论如下：（1）在高中英语阅读课堂中，三位教师都使用了丰富的支架，主要包括：提问支架、反馈支架、解释支架、指示支架、暗示支架以及示范支架，各种支架的使用频率不同。（2）在阅读教学中，教师为学生提供不同类型的支架，在元认知方面，帮助学生维持既定任务目标，使用学习策略。在认知活动方面，促进学生的语言知识、信息提取能力、思维能力的发展。在情感方面，引起学生的阅读兴趣和控制挫折感。基于研究结果，本研究提出教师应将支架与新课程标准的要求结合起来，发展学生的阅读能力。在教学过程中，教师应注意支架使用的“度”，并通过支架为学生创造真实的语境，同时给与学生空间和时间自主学习。

With the deepening of curriculum reform and the promulgation of New General High School English Curriculum Standards, it is of great significance to develop students’ English subject core competencies. Reading competence, as an important part of students’ language ability, is receiving increasing attention. Developing students’ reading competence and improving the quality of reading teaching has put forward higher requirements for teachers’ teaching ability. As an important aspect of teachers’ teaching ability, scaffolding is closely related to conducting classroom activities and improving classroom efficiency. However, in actual English reading classrooms, there are still phenomena, such as “emphasizing knowledge teaching but neglecting reading ability cultivation” and poor effects of teachers’ scaffolding. Therefore, this study aims to know the use of scaffolding in excellent high school English teachers’ reading classrooms and explore how teachers’ scaffolding supports students’ learning.

Three first-prize-winner teachers from the 10th and 11th National High School English Teaching Observation and Demonstration Activities are selected as the research subjects. Research data is collected through video observation and transcribing classroom recordings. Teacher lesson plans, teachers’ reflections, and comments from experts are also collected. Then, the data is encoded and statistically analyzed to explore the types and effects of teachers’ scaffolding in high school English reading classes.

Through analysis and discussion, the findings of this study are as follows: (1) In high school English reading classrooms, all the three teachers provide a variety of scaffoldings, mainly including questioning, feedback, explaining, instructing, hinting, and modelling. The frequency of each type of teachers’ scaffolding is uneven. (2) In reading teaching, teachers provide students with different types of scaffolding to support students’ metacognitive activities (including fixing students’ attention on tasks and promoting students’ using of strategies) and to support students’ cognitive activities (containing promoting students’ lexical and textual knowledge, promoting students’ ability to extract information, and cultivating students’ thinking ability) and to support students’ affect (covering arousing students’ reading interest and controlling students’ frustration). Based on the research findings, this study proposes that teachers should combine scaffolding with the requirements of the new curriculum standards to develop students’ reading competences. In the teaching process, teachers should pay great attention to the “degree” of scaffolding, create real contexts for students, and give students space and time for autonomous learning.