| Writing teaching is an important content and part of English teaching.Compared with listening,speaking and reading skills,English writing process has more complex psychological,linguistic and cultural mechanisms,so English writing teaching has always been a problem that plagued the English teachers in secondary school in China.With the renewal of education and teaching ideas and the deepening of discipline education concept in the 21st century,the following issues have become a research topic for the transformation of English writing teaching in the 21st century:how to solve the problems of traditional English writing teaching,such as the tendency of exam-oriented value,over-reliance on a certain method or model and lack of language practice activities,and construct the competency-based English writing teaching in order to give full play to the educational value of the English subject as well as enhancing the core competence of students in the English subject.Therefore,in order to meet the needs of the development of the times and the renewal of education and teaching concepts for the reform of English writing teaching,this study adopts a multi-disciplinary perspective based on the reflection of the practice of English writing teaching in secondary school,the need to deepen the research and the consideration of the cultural factors.Various research methods are applied in this study,such as literature method,questionnaire survey method,interview method,observation method,case study method and so on.On the basis of theoretical explanation and empirical investigation,this paper tries to construct a "competency-based" English writing teaching,which is of great theoretical and practical significance to broaden the research horizon of English writing teaching in secondary school in China,helping teachers to establish a correct view of writing teaching and form personal practical theories of English writing teaching,as well as enriching the theoretical research of foreign language writing teaching in China.This study analyzes the basic concepts of English writing teaching and holds that English writing teaching in secondary school aims to enable students to master the written communication skills required by society,life and study through language practice activities,and to cultivate students’ability to express meaning and communicate freely through written language.The teaching of English writing is of great value in consolidating students’ writing foundation,promoting the internalization of language knowledge and the development of thinking,reconstructing students’ possible life.On this basis,this paper explores the theoretical basis of English writing teaching in secondary school from four parts including the psychological process of writing,the basis of linguistic philosophy,the basis of culture and pedagogy,which reveals the psychological process mechanism of English writing;the logical relations of language,such as the structure(form),meaning(semantics)and use(pragmatics)of language;English writing transcends "instrumentality" and reaches the cultural connotation of"humanism",which further clarifies the essential connotation of English writing teaching.At the same time,this paper discusses the scientific and humanistic aspects of English writing teaching from the perspective of "methodology",and puts forward the necessity of "post-method" perspective.These discussions lay a solid theoretical foundation and methodological guidance for the construction of competency-based English writing teaching in secondary school.In order to further clarify the practical and practical basis for the construction of the competency-based English writing teaching,this study conducted an investigation on "the current situation of English writing teaching in secondary school" from the aspects of the educational value,teaching activity process and teaching methods of English writing teaching by combining questionnaires and interviews.The survey issued 343 questionnaires for teachers and 700 questionnaires for students.Through data processing and analysis,it is found that the main problems in English writing teaching in secondary school include:the comprehensive educational value of English writing teaching has not been implemented;it has an obvious utilitarian tendency and focuses on exam-oriented training and forms but ignores students’ activities and experiences.According to the analysis,the main reasons for the above problems are:the deep-rooted "knowledge-based" teaching idea,the prevalence of exam-oriented education and the lack of systematic theoretical and practical guidance for teachers in writing teaching.On the basis of elaborating the theoretical basis and revealing the practical problems,this study specifically explores the competency-based English writing teaching from the following three aspects:teaching concept,methodology and implementation approach.Firstly,it compares and analyzes the two different teaching value orientations of "knowledge-based"and"competency-based",and proposes that English writing teaching should adhere to the"competency-based"teaching value orientations and its teaching.The second is to explain that the"post-method"is a transcendence and reconstruction of the"method",and English writing teaching from the perspective of the post-method is not limited to the theoretical principles,which pays attention to the situation,attaches importance to the teacher’s theoretical construction and is based on the development of students’ competency.It advocates that the English writing teaching should break the tradition of "superstitious"in certain fixed principles,methods or patterns in English writing teaching,establish a methodological perspective that emphasizes the situation,openness and creativity of teaching activities,and examine the theoretical and practical problems in English writing teaching with complex thinking in order to solve the problems encountered by teachers in writing teaching practice.Thirdly,it puts forward three key ways to achieve competency-based English writing teaching.It advocates that writing teaching should be student-oriented,pay attention to students’ emotional experience,and stimulate students’ interest in writing.It is suggested that students’ writing ability should be improved through writing learning activities.Writing learning activities play an irreplaceable role in the acquisition of students’ writing skills and the improvement of writing ability.Thirdly,it reveals the important role of cultural factors in writing teaching,and proposes English writing is an expression based on cross-cultural understanding.The discussion of "competency-based" English writing teaching requires both in-depth analysis of competency-based English writing teaching from a multidisciplinary theoretical perspective and repeated and continuous exploration based on teaching practice.This study attempte to explore a way of writing teaching that is conducive to comprehensively improving the key competency in English of secondary school students in China. |
