Application Research Of The Process-Oriented Approach To Teaching Writing In High School Argumentative Writing

Over the years, whether for native or foreign language, "the product-oriented approach to teaching writing" is mostly adopted as a traditional method of teaching writing. This teaching mode neglects the students'subjective initiative in the process of writing, which includes a series of capability, such as interactively negotiating and monitoring. The result that students become lacking in motivation for writing and real communication, finally leads to poor writing ability. In response to the disadvantage of this teaching mode, the western linguists and teaching researchers proposed "the process-oriented approach to teaching writing", which focused on the writing process. This new method has been proved effective through theoretical argumentation and teaching practice, and has become the mainstream of western teaching of writing. Today in China, there are a lot of articles introducing "the process-oriented approach to teaching writing", but most of them take English teaching of writing as the main object of study. Less attention has been paid to the enlightenment which we can gain from "the process-oriented approach to teaching writing" and the applicability of using the method in Chinese teaching of writing. There is especially very little empirical research on applying "the process-oriented approach to teaching writing" in high school Chinese teaching of writing.The aim of the study were to introduce "the process-oriented approach to teaching writing" into the high school argumentative writing, by using this teaching mode to design a teaching plan to help the students improving their writing ability in adopting an evidence to support the argument, and after putting the plan into practice, collect the students'compositions for text analysis, through which the applicability and the effectiveness of this teaching mode can be verified.The main research contents include:1] Analysis of the characters of "the process-oriented approach to teaching writing" and the difference from the traditional "product-oriented approach to teaching writing".2) Analysis of the applicability and the effectiveness of "the process-oriented approach to teaching writing" in Chinese high school argumentative writing teaching. 3) Analysis of the problems and the improvement measures in designing the teaching plan and in putting it into practice.The paper consists of five parts. The introduction part mainly includes the research background, research necessity and purpose; the first chapter introduces the historical background, theoretical basis, main mode and present research situation of "the process-oriented approach to teaching writing"; the second chapter includes the analysis of the writing lesson in the United States "Literature" teaching material and the summarization of the main characters of "the process-oriented approach to teaching writing"; the third chapter is about the application of "the process-oriented approach to teaching writing" and the reflection on itr; the conclusion part includes the corresponding conclusion which is drawn from the text analysis on the students'compositions and the recommendation on the further research of this teaching method, and finally summarizes the main findings of the study.