The Application Of Production-Oriented Approach In English Writing Teaching In Senior High School

English Writing is one of ways for students to transform their thoughts into words,it can clearly reflect students' comprehensive ability of English.However,for a long time,the College Entrance Examination-Centered English teaching mode has exerted great influence on the focus and direction of English Writing Teaching in our country.It is also one of the problems in English Writing Teaching that most students cannot fully apply what they have learnedAccording to the current situation of English teaching in China,Professor Wen Qiufang has put forward a new kind of teaching method:Production-Oriented Approach,POA for short which not only regards output as the first step of teaching,but also advocates the close combination of teachers' input to students and students' output,so as to solve the undesirable phenomenon of "separation between learning and using in English Teaching in China and realize the maximization of teaching efficiency.Scholars mainly focus on descriptive researches and exploratory researches on POA.As POA matures day by day,the number of its related researches has also shown an upward trend in recent yearsAt present,the more common reform method of English Writing Teaching is that teachers assign writing tasks and students complete the tasks through cooperative and individual learning;exactly,they are methods like Task-Based Teaching Method,Mind-Mapping Teaching Method and other methods.Students submit their tasks to the teacher after finishing their writing,then the teacher should correct and value the writings after class and give feedback to the students.These teaching methods have certain effects on writing teaching,but the phenomenon of separation between input and output is still visible.Compared with the writing teaching methods commonly used at present,POA is still in its development and perfection period,and the number of the related researches on English Writing Teaching is comparatively fewer.This study attempts to explore whether POA can improve students' writing score effectively,change students' attitudes towards writing learning,and whether it can help students to establish good writing habitsFrom September to December 2019,the author applied POA to English Writing Teaching in Senior High school.The subjects of the study are the 108 students from Class 5 and Class 8 of Grade 2 of Yan 'an ShiYan Middle School.Class 5 is the experimental class and Class 8 is the control class.Before the experiment,the author organized the two classes to take a 30-minute pre-writing test respectively,and a questionnaire survey was conducted to the experimental class too.After the pre-writing test,the author conducted fourteen teaching experiments in the experimental class;after the experiment,the author conducted a post-writing test with the two classes respectively,and the experimental class was organized again to do a questionnaire.The pre-test and post-test paper were all from the written expression part of the English paper of Shaanxi Provincial College Entrance Examination.The data showed that before the experiment,the average scores of the two classes before the experiment are not much different.After the experiment,the average scores of the two classes have improved,but the experimental class has improved more significantly.It is found that there was a significant difference between the two classes,which showed that not only the increase of knowledge and writing training had helped to improve students' writing score,but also the POA teaching method had had certain effects on improving students' writing score.In addition,the data analysis of the questionnaire showed that through the English Writing Teaching experiment,most students from Class 5 had improved their attitudes towards English writing learning and had cultivated good writing habits.