“支架”（scaffold ）原意是建筑行业使用的“脚手架”是建筑楼房时施予的暂时性支持，当楼房建好后这种支持就撤掉了。在这里用来形象地描述一种教学方式。“支架”理论的核心是 “通过有效的教师-- 学习者对话的互动形式,帮助学习者完成其自己无法独立完成的任务”,从而既发挥了教师的指导作用,又体现了“以学习者为中心”的现代教育理念。
　　支架式教学主要由搭脚手架、进入情景、独立探索、协作学习、效果评价这五个环节组成。下面我以吕勇民老师在2011年浙派名师活动中所上的一节省级示范课（新目标英语九年级第九单元section B 3a 《who invented tea》课堂实录片段为例，谈谈支架式教学在初中英语阅读教学中的应用。
　　一、搭脚手架—围绕当前学习主题，按“最近发展区”的要求建立概念框架。这种框架中的概念是为发展学习者对问题的进一步理解所需要的。为此事先要把复杂的学习任务加以分解、以便于把学习者的理解逐步引向深入。
During the class, Ss will be able to
1. get to know some new words and phrases with the help of talking about the history of Coke Cola: inventor, mixture, beverage, remain, notice, produce, pleasant, by accident, according to etc.;
2. further understand the new words and expressions through learning the reading material about the legend of tea.;
3. improve their reading strategies with the help of mind-map;
4. practice writing an article on inventions with five Wh-s and one H-.
   二、进入情境—从学生已有的知识出发，教师创设学生有兴趣参与的处于其最近发展区中的问题情境来引出新的知识。
　　〔教学片段1〕（见图1）T: Last year I visited Shanghai World Expo. And this is Coca Cola Pavilion . And I think taking a visit there is a pleasant thing. And I stayed inside Coca Cola Pavilion for two hours. That means I remained there for two hours. But before that , unluckily I remained outside the Pavilion for six hours. Because of too many people are waiting there. So have you got the same experience? And what did you feel at that moment ? Did you think that was a pleasant experience ? In Coca Cola Pavilion I paid attention to the history of coca cola. That means I noticed. I noticed that the fact how the coca cola was invented . So when we talked about the history of coca cola , we may pay attention to , we may notice four parts.  (见图2)First , what is the history about ? Next, when was it invented ? OK, I give you some information. Yes , it was invented in 1886. Then  where was it invented ? It was invented in the United states. And next  who invented it? Look at this picture . He was Dr. John Pemberton .So you can say coca cola was invented by Dr. John Pemberton. So Dr. John Pemberton was an inventor,  he invented the famous drink ---beverage and cola is his invention.
             
       (图1)                              (图2)                
〔分析〕吕老师从世博会—可乐馆—可乐发明史,呈现了pleasant, remain, notice, beverage, inventor,等重点词汇，形成了一个完整的语境链，对下一步文本的学习有足够的铺垫，还运用mind-map促进了学生思维的拓展性和广泛性，同时为之后的阅读扫清词汇障碍，搭建支架。
     三、独立探索—教、扶、放。由教师启发引导帮助学生沿概念框架逐渐
攀升。起初的引导帮助可以多一些、详细一点、指导具体一些，以后逐渐减少，愈来愈多地放手让学生自己探索。最后争取做到无需教师的引导学生自己就能在概念框架中继续攀升。
　　〔教学片段2〕
　　T: there is a traditional drink, beverage in China. It’s also very popular in the world . Yes, of course tea. Then we will read an old story about Tea. That means an ancient legend about tea.
1. Read and try to finish this chart . (见图3)
2. Read again and find out how was the tea invented in details . (见图4)
　　〔分析〕课文复现了学生刚学的词汇，这有利于学生在新的语篇语境中体会、验证刚学会词汇的用法，同时通过填表让学生学会知识正迁移，由原来学生被动接受可口可乐发明史的过程到自主地去探究、阅读文本给他的内容，从而对课文内容有大体的了解；通过再次阅读，回答问题使学生更了解课文的细节内容。
         
       (图3)                              (图4)
四、协作学习——进行小组协商、讨论
　　〔教学片段3〕(见图5,6)
T: This is my friend Mark. He has some problems. What’s his problem? He has too much homework and he didn’t want to do homework. So that’s a reason why he wants to make an invention. And what’s the name of it ?----Homework killer. What is it used for ? It’s used for doing homework for him. So next let’s discuss in group of four. What’s your problem first ? What do you want to invent most ? After that write down your results of discussion on this piece of paper .OK, let’s do it in groups.
           
         (图5)                              (图6)
〔分析〕阅读语篇是词汇的的有效输入而写作则是词汇的有效输出。这样的设计既能让学生有时间去回忆巩固所学知识又能自由发挥，创造性运用语言，同时
由于教师先通过举例，帮学生搭好支架，降低了操作难度。
　　五、效果评价——对学习效果的评价包括学生个人的自我评价和学习小组对个人的学习评价，评价内容包括：①自主学习能力；②对小组协作学习所作出的贡献；③是否完成对所学知识的意义建构。
　　T: OK, so I’ll ask students to represent your group to make a report.
同伴互助与教师的评价更能确保学生在写作中的语言运用的合理性与准确性。
　　根据以上的教学案例片段表明“支架”理论应用于阅读课教学,就可以把教师的“一言堂”变成与学生的“对话”,真正实现以学生为中心的现代教育理念。既充分发挥教师的指导作用，也充分挖掘学生的潜能，让每个学生都吃饱吃好，都能在自己的基础上更进一步。而且也减轻了教师负担,提高教学效果，使课堂教学更加有效。当然我们要在学生需要帮助时才提供合适的学习“支架”，学习“支架”的提供要恰到好处，而且在知识的形成过程中要根据学生学习的实际情况逐渐拆去“支架”，并随着学生学习能力的提高而逐渐减少“支架”。

【参考文献】
1．《英语课程标准》北京师范大学出版社
2．《初中英语新课程教学法》 梁承锋 张丹编著 首都师范大学出版社
3．《支架式英语教学的实践与反思》杨莉 英语周报初中教师版2005年 第39期
4．《利用支架理论?促进英语小组合作学习》杭州外国语学校 谢慧萍
　　2006浙江省论文一等奖
5．《支架式教学方法在小学低年段英语教学中的应用 》 谢建