An Empirical Study Of Problem-based Learning On English Writing Teaching In Senior High School

Writing is one of the four basic skills in English.It is also a reflection of students’ output ability and comprehensive language ability.Therefore,cultivating students’ English writing ability has become the key to English teaching and research.However,at present,most students’ writing ability is at a low level,which is largely related to the current English writing teaching model.Moreover,problem-based learning(PBL)is a teaching method that takes the problems as the center to drive students’ learning process,which puts classroom teaching into meaningful and complex problem situations and involves students in analyzing and solving authentic problems in learning in group cooperation.The purpose of this study is to explore the effectiveness and feasibility of PBL on English writing teaching in senior high school.The research questions in this thesis are as follows:1.What are the effects of PBL on students’ English writing proficiency in senior high school?2.What are the changes of students’ attitudes towards English writing after application of PBL approach?PBL was applied to English writing teaching in Grade Two in a senior high school in Shenyang from September 2018 to November 2018.The subjects of experiment were experimental class(Class Four)and control class(Class Eight).During the research process,based on the teaching procedure of PBL,the researcher guided students to complete various writing tasks.Pre-test,post-test,questionnairesand interview were employed as the research instruments and the collected data were analyzed with the help of SPSS22.0.The results from the experiment showed that the application of PBL to English writing in senior high school improved students’ English writing ability,including the students’ writing skills,learning styles and thinking models,and motivated students’ interest in English writing as well as students participated actively in the learning process to solve problems.