A Study On The Application Of Production-oriented Approach To English Writing Teaching In Junior High Schools

Writing Teaching is a fundamental and important component in the English teaching of junior high schools.With the further development of our curriculum reform,the requirements for English writing are constantly changing.However,there are still some unsatisfactory facts in the practical teaching of English Writing.A common problem is the imbalance between “input” and “output” in it.A large number of students lack the ability to apply “input” knowledge to “output” flexibly,so they can not absorb or gain knowledge through “output”.To overcome the disadvantages of “separation of learning and application” in traditional teaching and make students apply what have learned,professor Wen Qiufang leads her team members to develop a theoretical system of English teaching with Chinese characteristics —— POA(Production-Oriented Approach).Based on deep research on POA,the author designs a model called “Production-Oriented Writing Teaching”,which is guided by POA theory and based on English writing teaching practice in junior high schools.There are three stages in this teaching model: “output driving”,“input facilitating” and “output again”,and each phrase contains two teaching steps(six teaching steps in total).Every step is closely connected,and there is no meaning to carry out every single step,even one stage.After serious experiment research and design,the author attempts to apply the Production-Oriented English Writing Teaching Model into English teaching practice in a junior high school to verify its teaching validity and feasibility.The author selects 81 students as subjects who are from two parallel classes of Grade Eight in a public junior high school in Jinan.The subjects are divided into an experimental class and a control class.The author adopt the Production-Oriented English Writing Teaching Model in the experimental class while the traditional writing teaching method in the control class.Meanwhile,the author teaches the students and collects the research data of the two classes through the quantitative research and qualitative research.In order to solve the three problems in this study,the data are analyzed with SPSS 23.0.They are: 1.Can the Production-Oriented English Writing Teaching Model improve the English writing ability of the students in junior high schools? 2.Can the Production-Oriented English Writing Teaching Model relieve the English writing anxiety of the students in junior high schools? 3.Can the Production-Oriented English Writing Teaching Model enhance the English writing interest of the students in junior high schools? After 16-week teaching experiment,three findings are found.In terms of the English writing scores,the post-test scores of English writing are generally improved,especially in the writing content,the writing language and articles' organization structure.In terms of writing anxiety,students' anxiety in the following three aspects is significantly lower than before: “writing affective anxiety”,“writing knowledge application anxiety” and “anxiety from evaluation”.In terms of writing interest,through interviews,the author learn that students' writing motivation and writing attitude have changed greatly after the experiment,and the their interest in English writing have improved significantly.Using the Production-Oriented English Writing Teaching Model,teachers can improve the purpose and effectiveness of teaching by focusing on the “output” of students and then carrying out targeted “input” teaching.Students can improve their learning efficiency and effectiveness by reflecting on and analyzing their own “output” and knowing their own deficiencies before they learn knowledge selectively.This study not only provides a valuable solution to the imbalance between “input” and “output” in junior high school English writing,but also provides new methods and ideas for improving the teaching of English writing in junior high schools.