Applying Reading-to-Write Model Based On Thematic Context In Teaching Senior High School English Writing

According to the National English Curriculum Standards for Senior High School,English language skills cover understanding skills and expressive skills,specifically including listening,speaking,reading,viewing and writing.Writing,as one of the expressive skills,has been a weak link in learners’ learning and also a key and difficult point in senior high school English teaching.While teaching,teachers need to consider the important position of writing in college entrance examination and updated forms of writing,they should also consider the positive significance of writing in promoting students’ thinking and reflecting cultural differences and forming correct values,thus enabling students to better adapt to future learning and working.The National English Curriculum Standards for Senior High School also points out in the course content part that understanding skills and expressive skills can be used at the same time,and that teachers can design comprehensive language activities combining reading and writing.Teachers can combine reading and writing in English teaching.Thematic context plays an important role in the course content,which requires English teaching to take exploration on thematic context as the core and integrate learning contents around it.Based on the current writing status and the requirements of the new curriculum standards,this thesis studies the reading-to-write model based on thematic context to further help high school students improve their English writing ability.Krashen’s input theory,Swan’s output theory,Wen Qiufang’s output-driven and input-promoting theory and Anderson’s schema theory constitute the theoretical framework of this paper,and the teaching model of reading-to-write based on thematic context is taken as the basis of teaching design.This study explores whether the writing teaching in this model is beneficial to improve the English writing quality of senior high school students and the impact of this model on the English writing quality of senior high school students at different levels,and further explores the attitude to the model of senior high school students.In this research,the author randomly chose two parallel classes at grade one as experimental participants for the four-month teaching experiment,respectively being experimental group and control group,each with 48 students.The experimental group uses the traditional teaching model which is reading and writing are separated.Before the experiment the experimental group and the control group are tested in English writing and after the experiment the two groups are tested again.Through the methods of pre-test and post-test the data are analyzed by SPSS26.0 in order to find out whether the teaching design based on the thematic context can improve the students’ writing ability.There are interview and questionnaire with students of the experimental group before and after the experiment to find out whether this model can improve students’ writing level.Findings in this research are as follows:(1)The teaching design of reading-to-write based on thematic context can effectively improve the students’ writing quality.(2)After the experiment,students’ writing achievement of the experimental group has been obviously improved,and the high level students have made remarkable progress.The progress of middle and low level students is not obvious enough.(3)Students in the experimental group are very interested in the English writing teaching and they hope that teachers will continue to adopt the model in the future teaching.Above information is enough to show that this teaching model has a positive impact on students’ writing,but the experiment has the limitation that the experiment time is shorter and the number of samples is limited.Here are the implication of this experiment to teaching:(1)Teachers should comply with the principles of quantity,intuition,interest and inspiration.(2)While using the teaching method based on thematic context,teachers can combine it with traditional teaching methods to ensure the learning efficiency of students at different levels and promote students’ writing.(3)Further exploration is still required to apply the reading-to-write model based on thematic context in senior high school English writing teaching,teachers should constantly explore and learn in teaching practice in order to find an effective teaching method for the current high school English writing teaching,based on which this model can better teaching of serve senior high school English in China.