Construction And Experimental Study Of Teaching Model Of English Writing In Senior High School-a Case Study Of OBE

Writing is a distinctly important language output skill.Students can organize and process the learned language knowledge through writing to realize the re-creation of knowledge.It is the best performance of students’ comprehensive use of language ability and plays an essential role in language instruction.The Outcome-Based Education originated in the United States in the 20 th century.It is represented by Spicer,based on the four basic principles of clear objectives,expanded opportunities,high expectations and reverse design.It was earliest used for guidance on engineering and applied specialty instruction and has achieved excellent results.At the same time,it has become the mainstream concept of education reform in Europe and the United States.In order to solve the unfavorable tendency of the separation of learning and use in instruction in China,in the past ten years,this idea has been the first idea to be tried and applied in the instruction of engineering and communication majors in China.However,the application of the theory to language teaching,especially to high school English teaching is insufficient.The educational approach consists of five elements: one paradigm,two key purposes,three key premises,four operating principles,and five generic domains of practice.The purpose of this research is to study the application of OBE in the instruction of English writing in high school,and the research consists of the following questions:1.How to construct an instruction model of English writing in senior high school based on OBE?2.Compared with the traditional instruction model,can the instruction model under OBE promote English writing teaching in high school?This study attempts to apply the instruction model based on OBE to a unit teaching referring to an eight-week experiment.The research subjects are senior students of two classes in the Grade 2 of Zhengzhou No.9 High School.Write an essay that simulates the English writing topic of the college entrance examination as required.This research uses qualitative and quantitative research methods to conduct pre-test and post-test of students’ writing output ability.After collecting the data,SPSS 17.0 is used for data analysis.Meanwhile,all students and educator are surveyed and interviewed before and after the instruction experiment to discuss their own psychological feelings and actual changes during the teaching experiment under OBE.Through research and experiments,the following findings are obtained: First,in view of current conditions of English writing instruction in high school,the English writing instruction model under the OBE can help students improve their ability to produce language outcomes.Second,compared with the traditional English writing teaching model,it can stimulate students’ interest in learning and applying language,and reduce negative emotions such as anxiety,passiveness and helplessness.