A Study On The Application Of Lesson Study To English Writing Teaching In Senior High School

It has been a struggle for senior high school teachers to figure out how to effectively teach writing.What’s worse,much attention is paid to the writing context rather than instructing students’ writing process.This study is carried out in the Lesson Study model advocated by an British expert Peter Dudley,with the intention to record and observe the gap between teacher’s teaching and student’s learning situations.Based on the gaps,the teaching plan is revised to continue the teaching cycle.Lesson Study includes three cycles of teaching: joint teaching planning,first classroom observation,first pupils interview and second classroom observation,second pupils interview and third classroom observation,third pupils interview and summary.This study follows this pattern,focusing on instructing students in argumentative essay writing.The author cooperates with another 3 colleagues to polish teaching plans based on students’ learning in 3 parallel classes in senior 2.The research questions are as follows:1)What are the effects of LS in teaching writing on students’ planning?2)What are the effects of LS in teaching writing on students’ revising?3)What are the effects of LS in teaching writing on students’ editing?Based on the data analyses,the mean of pretest is 15.760.What’s more,the one-way ANOVA shows F=0.668,P > 0.05,indicating that there is no significant difference about their writing at first.After the experiment,the average writing scores in the post-test are significantly different from each other,with F=21.558,P < 0.05,demonstrating students’ improvement in writing,and huge difference exists between two classes at least.In addition,the the mean difference between C6 and C12 is 1.525(P < 0.05),between C6 and C17 is 1.104(P < 0.05),between C12 and C17 is 0.420(P > 0.05),indicating that Class 17 and Class 12 did better than Class 6,and Class 12 is the best.It turns out that applying Lesson Study to the writing teaching has huge influence on students’ learning:1)As to the planning,the third class performed better in generating new ideas,which is 1.2-3 times of the other two classes,and interacting with teachers,pairs as well as group members when the teach adjusts her teaching activities,especially the way to organize group works.2)As to the revising,teachers transform the original teaching plan to a more students-centred design,encouraging students to be more active in the lesson.As a result,the third class was better in the arrangement of global structure,the choice of arguments and the approaches adopted to prove their points.3)As to the editing,the new student-oriented teaching plan chose students sentences as the material,inspiring students to be more involved in the interaction.It turns out that the third class is the best in spelling,grammar,sentence structures and conjunction words use as well.However,there is only slight difference among 3 classes in this aspect.It can be concluded that language andgrammar is a tough problem,which needs more instruction and attention from teachers.The research has some implications for English writing teaching.Team work is a good way to be employed of writing teaching to observe the learning gaps and revise the teaching.Besides,students-centred teaching material and activities will exert better teaching effects.In addition,organizing the group work is of vital importance to make the lesson work out well.Furthermore,language and grammar improvement need more focus on form instructions.Finally,there are some shortcomings in this study,which required more efforts to fix them.