当前，提高学生综合素养以应对未来挑战的呼声愈加引人注目。其首要目标为实现教学由以教师为中心向以学生为中心的转变，培养学生的自主能力。学科育人目标与自主能力培养密不可分,因此关注愈增。 教学支架在社会文化理论中占据重要位置，它以实现从他人监督到自我管理的转化为最高目标，与上述呼声不谋而合。近年来涌现出许多改编英国著名社会科学家约翰·赫伦的六级干预框架的解释教师支架角色的研究，它们从不同角度证实了该改编运用的有效性。 然而，众多研究中仍然缺少针对母语为非英语的职前教师和在职教师支架角色的信念与课堂实践的研究，国内针对高中教师的研究更少。该类研究对于学生自主能力培养和教师职业发展大有裨益。 因此，本研究拟从两组教师的角色信念入手。通过采访五位职前教师和五位在职教师，调查他们对支架式教学和自我课堂教学运用的认知并比较其异同。紧接着，通过观察每位教师的一节阅读课录像，确定出现支架式教学的片段并将其转录编码入对应支架角色类别，最后比较双方教师的课程中体现的支架角色异同。 研究结果表明，职前教师对于支架式教学1)有更好的理解并且2）对于运用支架式教学有更高的积极性，但是3)在实际运用中对支架情景掌握不够清晰和4）由于支架间转换不够灵活而造成同一支架的重复与累赘。相反，在职教师1）理论定义方面不如职前教师出色但是2）在角色转换时更灵活，支架更适应当下教学情景。3）她们中的大多数不会刻意使用支架式教学。大多相信教无定法，认为最好的方法是服务于教学目的的教法。尽管如此, 4）一位对支架教学持肯定态度的在职教师在课堂教学中运用支架式教学并取得了显著成效，激发了学生学习探索兴趣并锻炼了学生高阶思维能力。 最后，基于以上研究结果，文章围绕该研究对之后研究的意义，对教与学的启示以及研究的局限等展开了讨论。

The appeal to improve students’ comprehensive competency for future challenge is increasingly compelling. One main concern is the transfer from teacher-oriented English teaching to learner-oriented teaching. In doing so, school subjects in school are to take the responsibility of developing students’ autonomy in learning. Instructional scaffolding, a central model of sociocultural theory, aiming to achieve the ultimate goal of a shift from other-regulation to self-regulation, is closely compatible with the appeal. In recent years, a new framework, the six-category intervention framework by John Heron, a UK pioneer scientist on social science, is adapted to analyze teachers’ scaffolding roles, whose validity is verified from different aspects by many studies. However, among the various studies, there is no study on pre-service and in-service EFL teachers’ beliefs and practices in Chinese senior high school, whose identification may shed lights on students’ autonomy acquirement and further teacher development. Therefore, this study will first investigate teacher beliefs of each side by interviewing the participants and then analyze major differences. Then, an observation on their actual classroom practices of one reading class is conducted based on their respective class videotapes, from which scaffolding role excerpts are distinguished, transcribed and labelled into certain categories for analysis. The results demonstrate that pre-service teachers 1) have better understanding on scaffolding and 2) are more optimistic about putting the theory into use than in-service teaches, but 3) they are less aware of scaffolding context and 4) are not proficient at performing that in class since their performances are sometimes repetitive and lack flexibility in scaffolding roles shift. Reversely, in-service teachers 1) are less skilled at defining scaffolding but 2) are more flexible about using new methods in proper scaffolding context. Only 3) some of them are reluctant to use for grade reasons. Most of them believe that there are no fixed way in teaching and the best way is that fits the teaching intention. Nevertheless, 4) one in-service teacher has put scaffolding theory into practice and obtained prominent effect in inspiring students into potential ability and their higher level thinking exercises. Based on the findings, implications for future researches, and implications for teaching and learning, as well as limitations of the research are discussed.