An Empirical Study On Diagnostic Teaching In English Writing Teaching In Senior High School

In the process of learning English,listening,speaking,reading and writing are the four basic skills.Among them,writing is often considered to be the most difficult one.English writing in senior high school is not only an important purpose of students' learning,but also an important way of knowledge output.It requires students to access information and deal with information correctly,and ultimately complete the task of writing.At present,English writing teaching in senior high school in China still does not get rid of the traditional teaching model.English writing is alienated into a large number of composition templates.Many students are able to express their own ideas clearly,but there are always some mistakes,such as: spelling mistakes in single words,singular and plural mistakes in nouns,and so on.However,the most common and most difficult to correct is the serious Chinese style English.In addition,some students are not clear with the type of writing,the object of writing,and the content of the writing.Moreover,maybe students lack the opportunity to write,and they are lack of active writing interest,especially students with poor foundations are less willing to engage in writing.All of these are completely deviated from the purpose of English teaching and restrict English level of students in senior high school.Therefore,according to the current situation of English writing teaching in senior high school,the diagnostic teaching is introduced into the teaching classroom.The diagnostic teaching research in English writing in senior high school provides a new way to solve the dilemma of senior high school English writing teaching in China,which can promote students to learn independently and make them become independent learners.This study aims to validate the effectiveness of diagnostic teaching in improving the English writing results of senior high school students.96 students from two classes are subjects,and the number of students in the experiment class is 46 and the number of students in the control class is 50.The experimental class uses diagnostic teaching as the main method for writing teaching and the control class uses the traditional English writing teaching method.The experimental instruments arequestionnaires and tests.This study focuses on three questions:(1)Compared with the traditional writing teaching method,can the diagnostic teaching improve the English writing ability of students in senior high school?(2)Can the diagnostic teaching improve the attitude of students in English writing in senior high school?(3)Do different levels of students(high-score group,low-score group and middle-score group divided by their pre-test English writing scores)receiving the training of diagnostic teaching perform differently in their writing improvement?The major findings of the study show that the students in the experimental class under the diagnostic teaching have higher English writing scores than the control class;the diagnostic teaching can effectively improve the students' attitude towards writing learning;the diagnostic teaching has different influences on the students in three levels.Diagnostic teaching is more suitable for students who are in the middle and low-score group.Based on the above research results,some suggestions have been put forward for future writing teaching: First of all,lay emphasis on English writing by applying diagnostic teaching in the teaching process.Secondly,teachers should also pay attention to improving the teaching diagnosis method to help the students reduce and eliminate the problems or errors in the writing gradually.In the process of diagnostic teaching,attention should be paid to the "commonness" as well as the "individuality" in the process of students' development.That is,teachers should provide targeted guidance to students according to their individual differences.