An Action Research On The Continuation Task From A Perspective Of Interaction In Senior High School

Writing is one of the four basic abilities of English.Besides,it is a main point of teaching in high schools and a difficult point in the College Entrance Examination of English.With a new reform of the College Entrance Examination being carried out,the continuation task as a new topic was applied to the College Entrance Examination in October 2016.The continuation task was put forward by Wang Chuming,a professor from Guangdong University of Foreign Studies,based on the basis of the continuation which was invented in 1999.Writing to learn is the characteristic of the continuation task and it is a little hard for students.It is because the continuation task is brought into the scope of the college Entrance Examination for just a short time,teachers in positions don’t know how to teach the continuation task scientifically and reasonably.In the meantime,based on the survey done by the writer in October in 2016,most students in the internship class know a little about the continuation task and some of them are afraid of it.Besides,they also get a low average mark in the test of early stage.Therefore,the main questions of this research are how the research to enhance students’ degree of awareness,change their attitude towards the continuation task and finally improve their performance and abilities to finish the continuation task.The object of this research is the 46 students from LS high school located in Ningbo city in Zhejiang province.This action research lasted for 6 months and the writer selected student Z,student S and student Q for careful study.The data of this research are collected in ways of questionnaire method,interviewing method,teacher’s logs,and classroom observation and so on.After the first-round research of the interaction between student and text which includes the analysis of the text and the explanation of the continuation,students’ degree of awareness of the continuation task has been enhanced and their attitude towards it also has been changed to some extent.The second-round research of the interaction between students and teachers includes the reading and writing exercises of the continuation task.The sharing of the main ideas and continuations among students further develop students’ divergent thinking and widen their thought of continuations.In the meantime,students’ comprehension of the continuation task has been deepened,their fear towards it has been changed and unreasonable continuations has been restricted by means of the exchange and judgment among students.Finally,the third-round research of the interaction between student and teacher includes the multi-dimensional feedback,which reduces the problems of the single-dimensional feedback and makes the feedback more multiple and effective.This research shows that the three-round research dramatically promotes the degree of awareness of the continuation task of the students in the internship class and dispels students’ fear of the continuation task.At the same time,their scores increase from 12.02 to 14.26,which shows the improvement of their abilities to finish the continuation task.This research makes an attempt to explore a new way to teach the continuation task interactively from an interactive perspective and the writer wishes to provide some enlightenments for the teachers in positions when they are teaching the continuation task.There are still some defects that need to be improved in the further teaching and studying of the continuation task in this research.