Construction of AI-Tool-Based Scaffolding Teaching Model — Taking junior high school English composition as an example

Abstract

With the rapid advancement of artificial intelligence (AI), its integration into basic education has deepened considerably. English writing in junior high school serves as a pivotal domain for fostering students' language output competence and implementing English core literacy, imposing fundamental demands on learners' lexical deployment, textual construction, and logical expression. However, conventional scaffolding writing instruction is constrained by inadequate preparation, a lack of differentiation, homogeneous learning contexts, and inflexible assessment, rendering it ill-suited to heterogeneous classroom needs. Focusing on junior high school English writing classrooms, this study investigates the construction pathways of a scaffolding teaching model underpinned by AI tools. Grounded in Vygotsky's Zone of Proximal Development (ZPD) theory and illustrated through the writing lesson of Unit4 Eat Well (PEP Grade 7, Volume 2), the research articulates an integrated AI scaffolding framework spanning pre-class preview, in-class composition, and post-class evaluation. The model seeks to mitigate students' writing anxiety and enable tiered personalized guidance, thereby offering actionable insights for intelligent writing instruction in junior high school English.