人们学习任何语言都需要掌握听说读写四项基本技能，英语写作是学习英语的其中一项，同时写作也是人们交际能力的一个重要组成部分。而在中国，新近出台的新课程标准对英语写作提出了新的且更高的要求。出于以上种种原因，英语写作教学受重视程度越来越高。然而实际情况是，在当今我国的高中英语写作教学中，诸多问题仍然存在。例如，即使教师在批改过程中多次指出和纠正，许多学生还是容易在作文中重复出现同一个或同类型的错误。所以现在的情况是，我国高中教师面临着一个重大挑战，即如何提高他们的学生的英语写作水平以及怎样才能找到更好的英语写作教学策略。 支架式教学是一种新的教学模式，其理论基础是维果斯基的社会文化理论和“最近发展区”理论，而其具体方法是教师或同伴给予学习者暂时的指导或帮助，扶持和促使学习者独立解决问题，探索新知，从而达到更高的知识和能力水平。而在这个过程中，学生的自信心和独立能力也能同时得到提高。支架式教学法在国外，尤其是西方国家已经被应用到实际教学中，其相关理论发展得也相当成熟。但在中国，关于这种教学的实证性研究还不算多，而关于支架式教学在高中英语写作教学方面的研究则更少一些。出于以上原因，本文将主要从评价修正这一步骤的角度研究支架式教学在高中英语教学活动中的应用。在这项研究中，笔者做了一项相关实验，实验的主要工具和方法是“纠错档案袋”的运用。 本次实验所提出的假设有：（1)支架式教学能提高高中学生的英语写作水平；（2)支架式教学能激发学生的写作动机，并提高他们的写作兴趣；（3)支架式教学能够提高学生解决写作问题的能力。参与本实验的研究对象为两个班级的学生。其中一个班级将作为实验组，另一个为对照组。对照组将依旧采用传统的教学方法进行教学，而实验组则采用支架式教学方法，即运用了“纠错档案袋”。该实验通过使用前测，后测，和问卷等实验方法，收集到了有效数据。然后通过对这些数据的分析，成功的证明了所提出的假设。 通过三个月的实验，笔者发现，支架式教学法，从评价修正这一部分着手研究，又结合“纠错档案袋”的运用，能有效地激发学生的写作动机，增加其写作兴趣，以及提高其写作水平，最突出的一个效果是通过“纠错档案袋”的运用，大大提高了学生解决写作问题的能力。除此之外，本实验还发现支架式教学能够改变学生对于写作的态度，增进师生之间的感情，提高班级的整体凝聚力。总之，本研究证实了,从写作活动中评价修正这一步骤着手来看，支架式教学对于高中英语写作教学是行之有效的。关键词: 支架式教学, 最近发展区, “纠错档案袋”, 高中英语写作教学

English writing is important in many ways. There are four basic skills to master in learning any language, and English writing is one of them in learning English, and writing is also a key part of communicative ability. In China, the recent New English Curriculum Criterion sets a new and even higher standard in English writing. For these reasons, in recent years English writing has been paid more and more attention to in English learning and teaching. However, there are still many problems in our country’s high school English writing teaching. For example, many students tend to make the same kinds of mistakes in their writing repeatedly no matter how many times they have been reminded and corrected by their teacher. So it is a big challenge for the high school English teachers that how to improve the level of their students’ English writing efficiently and how to find out a better teaching strategy than the existing ones.Scaffolding instruction is a new applied teaching strategy that based on Vygotsky's sociolcultural theory and “the Zone of Proximal Development (ZPD)”，and it means that “the learners can gradually deepen their understanding of the knowledge and problems through dealing with and resolving the complex study tasks under the guidance of teachers or peers.” While finishing the study task, the learners’ ability of learning and problem solving can be improved and learners can end up being more and more confident and independent. When the whole process is over, scaffolds (temporary support) will be gradually removed, and students get the ability of solving the problems by themselves. This approach has been applied in teaching practice and the relative theories have grown quite mature abroad. While in China, there are not quite a lot studies on it, especially in the field of English writing in senior high school. Therefore this research mainly focuses on the study of scaffolding instruction and its application in English writing in senior high school from the angle of the evaluation part. There is an experiment related to this teaching method in this study, and the main instrument of it is “error correction portfolio.”The hypotheses that are raised in this experiment are: a. Scaffolding instruction can improve the students’ proficiency in English writing; b. scaffolding instruction can activate the students’ interest and motivation about English writing; c. Scaffolding instruction can improve the students’ ability to solve the problems in English writing. Students from two random classes are chosen as the subjects of this study, with one of the classes acting as the experimental class, the other the control class. In the control class, what will be used is still the traditional teaching method and the scaffolding instruction will be applied in the experimental class. The instruments used in the study include pre-test, post-test, and questionnaire etc. After analyzing the data coming from the experiment, we are shown that the hypotheses of the study are successfully proved. The results of the three-month study show us that the application of scaffolding instruction from the angle of the evaluation part of writing activity , with the help of “error correction portfolio”, can improve the students’ writing proficiency, activate the students’ interest and motivation in English writing and especially improve the students’ ability in solving problems in English writing. Besides that, it is also found that scaffolding instruction can change students’ attitude towards writing, can enhance the emotion between the students and teacher and strengthen the unity of the whole class. In conclusion, this study proves that scaffolding instruction is effective in English writing teaching from the angle of the evaluation part of writing activity.Key words: scaffolding instruction, ZPD, “error correction portfolio”, English writing teaching in high school