An Empirical Study On The Implicit Graded Teaching Of English Writing In Senior High School

As one of the basic skills in English learning and an important way of written communication,English writing occupies a large proportion in the college entrance examination.However,under the traditional English writing teaching mode,senior high school students have little interests in English writing and their writing attitudes are passive and negative,what’s more,they don’t have scientific writing strategies and their English writing levels are poor.In order to improve this situation and explore more effective way to teach English writing,the author applies the implicit graded teaching mode to the practical English writing teaching.The implicit graded teaching derives from graded teaching,take"teaching process optimization" theory,"zone of proximal development" theory,"humanistic learning" theory as theoretical basis.The implicit graded teaching can meet different students’ different learning needs by using students gradation,teaching objective gradation,teaching activities gradation,homework gradation and evaluation gradation implicitly.It faces all students at the same time pays attention to students’individual differences and respect students’ prides,can better realize students’harmonious development of universality and individuality.By the experiment,this thesis aims to study the following three questions:1.Compared with traditional English writing teaching mode,what’s the role of the implicit graded teaching in improving English writing grades of senior high school students?2.What impact will the implicit graded teaching have on the writing grades of students in different levels?Which level of students makes the most progress?3.What’s the effect of the implicit graded teaching on senior high school students’English writing attitudes and strategies?The author carries out an experiment for 16 weeks by means of tests,questionnaires,and interviews.There are total 100 students in two parallel classes of tenth grade from Panjin Second Senior High School participate the experiment.The author chooses Class 3 as the experimental class and takes Class 1 as the controlled class,and the author adopts implicit graded teaching in Class 3 while still uses traditional classroom teaching method in Class 1.Through analysis and discussion of the data,the author finds that the implicit graded teaching plays a more positive role in improving senior high school students’English writing grades;students of different levels have all made progress,among them,students in level C make the most obvious progress,students in level B come second and students in level A make minor progress;by the implementation of the implicit graded teaching,students gradually develop positive attitudes towards English writing and build up more scientific writing strategies.Therefore,this study has a certain practical significance in guiding English writing teaching.The author suggests that senior high school English teachers should constantly update teaching concept of English writing,pay attention to individual differences of students,improve students’learning consciousness of English writing and cultivate students’ English writing abilities.