Critical reading, central to cultivating ‘thinking quality’ within the Core Competencies of high school English, requires students to move beyond basic text decoding to achieve analysis, evaluation, and reflection. The scaffolding method, based on Vygotsky’s “Zone of Proximal Development” theory, helps students break through cognitive limitations by building temporary support structures. Addressing the teaching challenges in critical reading, this paper systematically elucidates the theoretical underpinnings of scaffolding, constructs a comprehensive ‘pre-reading, while-reading, post-reading’ scaffolding system, and analyzes specific implementation pathways through teaching cases. It also proposes dynamic adjustment and evaluation strategies, providing practical paradigms for high school English teachers to implement critical reading teaching effectively.
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Share and Cite
Xiao, F. (2025) A Study on the Construction of Scaffolds in Critical Reading of High School English. Global Education Bulletin, 2(2), 12-18.