A Study On The Application Of Problem-based Learning Approach To The English Writing In Senior High School

English writing,as an important language skill,can not only enable students to consolidate their knowledge,but also facilitate the comprehensive use of knowledge.The English Curriculum Standards for General Senior High School in 2017 advocates practical and comprehensive activities in the class,requiring students to have the ability to learn and solve problems.However,the current English writing teaching in high school has not fully realized this function.How to improve students ' writing ability effectively has become a teaching difficulty.This study attempts to apply the PBL teaching method to English writing teaching in Senior High school,exploring the concrete application of PBL teaching method in high school English writing teaching.The study aims to answer the following three questions:(1)Can the PBL teaching method improve the English writing of high school students effectively?And what are the specific aspects?(2)Does the PBL teaching method have different effects on the grades of students with different writing levels? And what's the difference?(3)How does the teacher set up the problem situations when using PBL teaching method ? What is the effectiveness of different problem situations respectively?In this study,48 students from a second-grade class of a key senior high school in Harbin are selected as the research object.A teaching experiment is conducted by using the quantitative and qualitative research methods for a semester.Data are collected by writing tests,questionnaires and semi-structured interviews with some students.The data analysis is carried out after the experiment,which aims to test the effectiveness of PBL teaching method.This study also focuses on three kinds of problem situations: basic problem situation,generative problem situation and descriptive problem situation as well as the practical application.The research shows that,firstly,PBL teaching method can effectively improve senior high school students' English writing,which is embodied in the diversity of vocabulary and sentence patterns,the correctness of grammar and the logic of writing.These are also key to improvement of writing.Secondly,PBL teaching method has distinctive influence on students with different writing levels.Through the comparison and analysis of the pre-and post-test results,it is found that the PBL teaching method is more effective for the medium score and low score group,with the latter more significant;For the high score group,it has less impact,although it also plays a positive role.Finally,at the beginning of PBL writing teaching,teachers set up problem situations which will help students form writing outlines quickly.Among these three kinds of problem situations,most students think that basic and generative problem situations can more effectively improve writing scores,while low score group students prefer to use basic problem situations;descriptive problem situation is the most difficult,but high score group students are willing to use and challenge it.This study also has some limitations,such as small sample size,short research time,incomplete access to information and so on,hopefully,which are expected to be improved in the future research.