A Study Of English Writing Teaching In Senior High School From The Perspective Of The New Economic Principle Of Speech Allocation

At present,the focus of senior high school English writing teaching is on the revision of students' finished compositions,while teachers have relatively little guidance on students' writing process.Although students' usage of grammar and the ability of word spelling have improved,the lack of logic,the problems of word selection and paragraph cohesion cannot be solved in some aspects.Besides,the English Curriculum Standards for Senior High Schools(2017 edition)clearly requires students to choose appropriate discourse types,vocabulary,grammatical structure,formal and informal language according to their communicative purpose.Most of the requirements need to be developed gradually in writing process.Therefore,teachers should shift the focus of writing guidance to students' writing process,so as to help students improve the effectiveness of writing.The objective of this study is to apply the new economic principle of speech allocation to the teaching of English writing in senior high schools,so as to improve students' interest in writing and reduce the difficulty of writing,thus improving their writing achievement.The research collects related data through questionnaire,teaching experiment and interview,and analyzes the data through SPSS20.0.This study aims to solve the following three research questions:(1)Why should the new economic principle of speech allocation be applied to senior high school English writing teaching?(2)What's the proper way to apply the new economic principle of speech allocation to senior high school English writing teaching?(3)How effective is the new economic principle of speech allocation for English writing teaching in senior high schools?The research subject in this study is a class in the second grade of senior high school in Jinan city.In this study,the author uses questionnaires to find out the changes of students' interest,confidence and difficulties in English writing before and after the experiment.Meanwhile,the students' writing scores in the first monthly exam are used as the pre-test data,and the mid-term exam results are used as the post-test data.Quantitative analysis of the results of both tests is conducted to test whether or not students' achievement has improved.In order to compensate for the disadvantages of the objective data,the study explores students' attitudes and suggestions by interviewing students at different levels.Through the study,it has been found that the new economic principle of speech allocation has strong operability and effectiveness in senior high school English writing teaching.The five basic criteria of the new economic principle can run through the whole process of students' English writing,and they are highly operational.At the same time,data analysis shows that students' writing interest and confidence have improved significantly under the guidance of this principle.Besides,students' English writing achievement has also improved with this principle's comprehensive guidance on writing strategies.This study provides a new perspective for high school English writing research,and has some implications for senior high school English teaching.At the same time,this study also has certain limitations,and further research is needed.