| Writing ability comprehensively reflects a person’s psychology, thought, culture quality and structure of intelligence. Writing can best reflect the level of language and culture among listening, speaking, reading and writing. Cultivating the students’writing skills in senior high school is one of the main tasks of English teaching and students learning. However, there exist a lot of problems in senior high school English writing teaching and students learning. The teachers do not pay enough attention to training students’writing ability in their daily classroom teaching, and students’writing level is far from reaching the requirement of new curriculum standard. This study investigated the current high school English writing teaching pattern in daily classroom teaching, pattern formation reason and its influence on the students’writing ability by using classroom observation scale, the questionnaire to English teachers and the questionnaire to students.In this study, based on the theory of classroom observation, the author carried out a detailed observation of four months in grade one and grade two of Senior High school in Weifang, Shangdong Province, to find out the problems existing in the high school English writing teaching, explore the reasons and analyze its impact, as well as summarizing the deficiencies and putting forward the suggestions for improvement. First, on the basis of extensive previous researches, the author determined the subjects and the content of the classroom observation, as well as setting up the classroom observation scale and questionnaire to the teachers and students. Then, by using classroom observation scale, the author observed four English teachers’ classroom teaching activities in grade one and grade two of the high school, and made detailed observation record. Besides, the author also made a survey about the teaching of English writing by using the questionnaire. Finally, by analyzing the questionnaires and the classroom observation, the author summarized the teaching model of English writing and its impact on the students’English writing ability.The final research results are as follows:there are two kinds of teaching models in the daily classroom English teaching:one is centered on vocabulary grammar and another one is centered on vocabulary, grammar and reading. Both these two teaching models have the common features such as the neglect of writing teaching, the single teaching goal, and the simple teaching methods. Teachers mainly focus on explaining the vocabulary and grammar, cultivating reading ability, but ignoring effective writing guide, thus, students do not have a high interest in writing. The main reasons leading to these phenomena are that:the teacher’s teaching notion is outdated, the overall level of students’ English is uneven, and teachers neglect training students’writing skills that are hard to have an obvious effect. All of these above reasons misled students to believe that English learning is a process of memorizing vocabulary, analyzing grammar, and doing reading comprehension questions. However, the problems existing in students’ writing are just the improper use of vocabulary, and the lack of a thorough understanding on grammar and reading comprehension. Therefore, to solve these problems, it is a big challenge for English teachers to enrich the content of classroom teaching and using a variety of teaching methods to cultivate the students’writing ability. Therefore, this study suggest that English teachers should change their teaching ideas, enrich their teaching goals and teaching methods, as well as guiding students to read a lot of English materials to increase their effective language input and writing output.Of course, due to the constraints of time and condition, there are still shortcomings in this research. For instance, Classroom Observation Scale may require further verification of reliability and the observation subjects are relatively small. However, this survey basically achieved the expected purpose and the survey results can make direct reference for English teachers and school leaders in improving their teaching and work. The follow-up researchers can also base on this research in the further study to achieve higher research goals. |
