根据欧共体“远距离教育与训练项目”的有关文件,支架式教学被定义为:支架式教学应当为学习者建构对知识的理解提供一种概念框架。在支架研究中,设计支架的帮助行为是多种多样的,有研究者将帮助手段概括为以下六种:“示范、应变管理、反馈、指导、提问和认知建构”~[1]。基于此,在写作教学中,凡是教师运用的能够帮助学生愿意写作、学会写作的材料、问题、 According to the relevant document of the EC “Distance Education and Training Project”, scaffolding is defined as a scaffolding that provides a conceptual framework for learners to construct their understanding of knowledge. In the study of scaffolds, there are many kinds of help behaviors in designing scaffolds. Some researchers summarize the help methods as follows: “Demonstration, Contingency Management, Feedback, Guidance, Questioning and Cognitive Construction” . Based on this, in writing teaching, all the teachers use to help students willing to write, learn to write materials, problems,