鷹架的教學理論來自於Vygotsky最近發展區概念之啟發，透過Bruner的闡述之後更是受到教育研究之重視。然而，鷹架概念在教學實務上並不易落實。最主要的問題為：如何從最近發展區的概念去搭鷹架？教師從事教學時又如何才搭建起鷹架？研究者乃以Vygotsky最近發展區的理念為背景，企圖將鷹架之概念落實於教學上，並藉以改善學習情況。本研究透過語文教學中社會互動脈絡的營造，逐歩協助教師搭建起教學鷹架，並以言談分析的方式具體呈現鷹架之搭建歷程及其所產生的學習效應。同時，本文更透過教師逐歩改善教學鷹架之搭建，指出教師在提問技巧與教學策略上獲得專業的成長。

Scaffolding is a teaching concept that came from the zone of proximal development idea of L. Vygotsky. It is easy to understand the meaning of scaffolding, but how to build scaffoldings in classroom instruction？How to distinguish the “zone” of the students？According to these problems, this study was implemented the scaffolding in Language Art classroom. The research applied discourses analysis to show the process of scaffolding building. The findings of this study are：the teachers’ involvement in scaffolding building would advance their asking skills and instruction strategies.