The Power Of Writing:A Study On The Teaching Method Of Writing To Learn

Writing is an ancient human activity.It is a creative mental work process that reflects things,expresses thoughts and feelings,transmits knowledge and information,and realizes communication by using language symbols." Writing to Learn" is a representative theory of writing as a learning tool.Since the 1970 s,the researchers represented by Britton and Emig laid the foundation for the study of "Writing to Learn",citing the important viewpoints of Vygotsky and Bruner,put forward the idea of "promoting learning by writing",and triggered a new round of "interdisciplinary writing movement".After the 1980 s,the concept of writing as a learning tool has been redefined.Writing is a complex cognitive activity,it not only has the function of preserving and exchanging ideas,but also acts as a means of seeking knowledge and the role of intermediary in the generation of learning ability.With the popularity of interdisciplinary writing movement,"Writing to Learn" has become a representative teaching method in the 40 years of teaching reform in the United States.With the development of globalization and digitization,countries all over the world attach great importance to cultivating talents with high quality reading and writing ability and creative learning ability.The traditional cognition of writing as the result of language output has been unable to keep up with the development of the times.It is necessary to re anchor the value of writing in a broader perspective,as well as in the context of more disciplines to explore the use of writing to serve the path of learning.At the beginning of this century,the theory of " Writing to Learn " was introduced into China,and "writing length method" was formed,which was applied to college English teaching as a formal teaching mode.However,both in theory and in practice,there are still some puzzles in the understanding and application of " Writing to Learn " among domestic scholars.Due to the lack of accurate practice guidance,how to use writing as a learning tool in practice is still an unsolved problem.There are three aspects: first,the scope of application is not wide.In foreign countries," Writing to Learn " has been applied in the whole discipline and the whole learning stage.In China,the research on " Writing to Learn " is mostly shown in the single discipline represented by English discipline,especially in the field of higher education.Second,in the application path,there is the current situation that the writing in " Writing to Learn " is confused with the writing in traditional writing teaching.The bias of cognitive concept restricts teachers' understanding of the function of writing.Teachers are accustomed to regard writing as a test tool to test learners' existing knowledge.Therefore,learners are seldom given the opportunity to discover the unknown in writing,and writing materials are difficult to develop into new knowledge.Third,there is still a lack of creative application ideas in concrete practice,it can not meet the challenges and development needs of the new era.Based on a comprehensive review and analysis of the literature on the theory and practice of " Writing to Learn " in the United States,this study presents its basic contents,analyzes its principles and model system,and explores the value of the theory for subject teaching activities by constructing an organic whole of the teaching method of "promoting learning by writing" at the theoretical and practical levels.First,starting from the internal development of " Writing to Learn ",this paper analyzes the theoretical basis of the research content,constructs the framework of the theoretical system of " Writing to Learn " from the overall perspective,presents the connotation and characteristics of the teaching method of " Writing to Learn ",clarifies the value implication of " Writing to Learn ",and realizes the embodiment of promoting learning effect,it shows its value and function from three dimensions of promoting learners' knowledge generation,emotional development and ability improvement.Then,it constructs the model system of " Writing to Learn ",analyzes the application of nine typical writing strategies of " Writing to Learn " from the perspective of explanatory,narrative and argumentative writing.On this basis,it puts forward the implementation process of "Seven Steps",the implementation path is explored according to the subject learning contents of natural subjects,humanities disciplines and interdisciplinary subjects.Finally,in the field of junior high school English Teaching in China,the localization teaching practice research is carried out to explore the teaching strategy of " Writing to Learn " around the unit theme learning content under the overall design concept of the unit.In a word,through the research of theory and practice,we can draw the following main conclusions: first,the teaching method of " Writing to Learn " is not an isolated castle in the air,it is not only based on rich theoretical foundation,but also has a set of effective operation process.Second," Writing to Learn " is a dynamic system that never stops.Learners can search,reorganize and refine,in the process of writing expression,we should naturally carry out activities such as data search and knowledge consolidation,and combine writing and learning organically,so that writing becomes an effective way of learning.Thirdly," Writing to Learn " can help learners develop their thinking,consolidate knowledge,exchange and discuss,experience learning confidence and sense of achievement,and gradually increase their learning ability by innovating their writing ideas and ideas.Fourth,the teaching method of " Writing to Learn " starts from a simple and easy way,fully exploits the application value of "writing" in various disciplines,and takes "writing" as a means to directly affect the consolidation of subject content knowledge,the construction of disciplinary thinking system and the improvement of comprehensive application ability of disciplines.