| As is known to us all, the integrated language skills of English learning are largelyembodied in the following four aspects: Reading, Writing, Listening and Speaking. It isself-evident that the English writing skill is of vital importance in learning English. Resultingfrom the higher requirements in curriculum, the count of English Writing in the NationalMatriculation English Test (NMET) has been raised from25of150(1993-2001) to30of120(in2014), which is up to a quarter of the total points. This change has attracted much attention byboth English teachers and the English learners. So whether from the point of exam-orientededucation or the English learning, essay writing plays a very important part in senior Englishteaching.However, in years of English writing teaching practice, the author has noticed that theEnglish writing ability for senior students is quite uneven due to all sorts of reasons. Actually, thestudents in junior high school are expected to write a50-word-long composition, while whenthey go to senior high school, they will be required to write a100-word-long essay according tothe syllabus. Therefore, it is obvious that the requirements in senior English writing teaching arehigher than in junior high school. As a result, it is more challenging for English teachers in seniorhigh schools to conduct writing teaching. So it is often heard that many senior English teachersget stuck in a dilemma that they pay so much attention to writing teaching but achieve so littleteaching results. How to improve the senior students’ English writing skills more effectively?How to conduct writing teaching more efficiently? How to use schema theory to improve thewriting skills for senior students in contrast with a teacher-directed traditional teaching mode?That is the subject that the author tries best to study in this thesis.To improve the majority of the senior students’ writing skills and to promote senior Englishwriting teaching efficiency, the author tries using the schema theory to guide the senior writingteaching in the research. In contrast with the traditional teaching approach, the mode of schemateaching approach will be experimented in one class, the experimented class. And according tothe analysis of the experiment results, the research will present some suggestions and provide anoutlook of the future senior English writing teaching.The new round of curriculum reform in Shandong province was implemented in September,2005. One of its requirements is to change the teacher-directed teaching model into thestudents-centered teaching model. The teaching material used in Dezhou, a city in the northernprovince of Shandong, is the edition released by Foreign Language Teaching and Research Press. The research subjects are two parallel science classes, class9and class10, in senior grade two ofQihe County No.1Middle School. The research time is from January to June in2012for aboutfive months. The research method contains: documentation method, questionnaire method, andexperimental method. The two subjects are classified into an experimental class and a controlledclass. There are110students in all. Schema teaching mode is used in the experimental class,while the traditional teaching mode is used in the controlled class. The results analysis is on thebasis of the contrast between two final term exams.This paper is divided into five chapters: the first chapter is the Introduction, mainly aboutthe research background and significance, the thesis framework as well as the research purposes;the second chapter is the literature review, about the research status at home and abroad; the thirdchapter is mainly about of schema theoretical foundation, and the link between the schematheory and the English writing teaching against the background of the new curriculum standards;in the fourth chapter, the author states the experiment procedure of the research, including theexperiment plan, the basic process of teaching, and the result analysis; in the fifth chapter, theauthor draws a conclusion and make s summary. |
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