A Study On The Application Of Synectics In English Writing Teaching In Senior High School

As a comprehensive part for students' mastery of English subject,English writing in senior high school has been regarded as a key problem of English teaching by many educators and experts.For students,the general problem of writing is the deficiency in ideas to support their writing structure.The only way to solve this plight is to recall the sentence pattern as much as possible.But their own characteristics might be missed.For the moment,most of the senior high schools use the product-focused approach and the process-focused approach in the English writing teaching,which all have their own advantages and disadvantages.The thesis tries to combine the synectics with the teaching of writing,which uses migration theory and assimilation theory as the theoretical guidance.It aims to expand students' thinking breadth and their divergent thinking and widen their writing viewpoints and the mode of writing.Gradually this kind of writing may improve the students' interest in writing.Through experiments,this paper aims to explore the following three questions:1.What effect does the synectics have on the improvement on creative thinking skills?2.What influence does the creative thinking training have on students' writing content ?3.What role does the teacher play in synectics?Through the whole experiment,it's found that students may incline to develop some divergent ideas and conduct multidimensional associations which will enhance their own writing foundation and change their own understanding to the given topic and content.It is also beneficial to enhance students' confidence in writing and their learning interest.At the same time,it will lay solid foundation for students to form a virtuous learning cycle.Thus,this study has some practical significance.In the course of daily teaching,teachers should renew teaching methods and ideas,pay attention to students' creativity,cultivate students' creative desire and adapt to changeable ways of thinking which will lay solid foundation for students' future flexible learning.