An Empirical Study Of Output-oriented Approach In English Writing Teaching In Senior Middle Schools

With the development of economy and society and China's "One Belt,One Road",English plays an important role as a global common language.China has put forward higher requirements for people's foreign language quality.The "Output-Oriented Method" is a teaching theory with Chinese characteristics that was proposed by Prof.Wen Qiufang from Beijing Foreign Studies University and the POA team.This theory inherits the fine tradition of education in China,draws on the essence of foreign language teaching theory and practice,and is based on solving the tendency of "separation between learning and using" in foreign language teaching.In the current high school English writing teaching,there are many problems,such as inconsistent language expression,poor logic,simple language structure,lack of writing confidence,writing anxiety,etc,which leads to unsatisfactory teaching results and poor writing competence.The exam-oriented teaching tradition resulted in students of high-score and low-competence,which is an urgent problem to be solved.In view of this,this study applies the output-oriented method to high school writing teaching,constructsa production-oriented teaching model suitable for high school English writing class,and verifies the effectiveness of output-oriented method in English writing.Because some experts and scholars and frontline teachers have applied the output-oriented approach to practice,and confirmed with data the practical effect of output-oriented approach in English writing teaching.Therefore,this study boldly envisages POA application in high school English writing teaching can solve the problems in the present writing teaching,and will get good teaching results.A group of 49 students in the experimental group and 48 students in the control group were compared to study the students' English writing level.The author carried out a practical study in a Middle School in Heilongjiang Province,and selected two high school classes with no significant differences as the experimental and control classes,and conducted the teaching experiment of output-oriented method.The whole experiment consisted of six output-oriented teaching tasks,two writing tests and two questionnaires,and structured interviews conducted to further understand students' attitudes and feelings about newteaching methods.Writing tests and questionnaires were conducted for students participating in the study(divided into pre-and post-test secondary tests).The results were finally collected and statistically analyzed by SPSS software.As a result,the experimental group guided by the POA theory was superior to the control group.POA can improve the writing ability of high school students and provide a positive emotional experience for high school students.