A Study On The Application Of Learning Community Mode In Senior High School English Writing Teaching

Writing plays a significant role in senior high school English learning.However,the current teaching situation of English writing is not satisfactory.Teachers usually use the traditional mode to teach.Teachers have paid a lot,but students have gained little in English writing.This study attempts to apply learning community to English writing class to explore the impacts on high school students’ English writing strategies,English writing achievements and English writing autonomy.Learning community is a student-centered mode based on real learning tasks,and its theoretical foundations include Piaget’s constructivism theory and David Knoot’s cooperative learning theory.Constructivism theory deems learners should actively construct knowledge rather than passively accept knowledge.Teacher is an organizer rather than knowledge-indoctrinator.Constructivism stresses that learning is based on the authentic environment.Teaching ought to be close to students’ life,and all teaching activities should be based on the needs of students.Cooperative learning theory advocates the organic connection of students’ emotion and cognition.Students learn together in different groups through the principle of cooperation,and achieve goals in the process of accomplishing common tasks.The study tries to answer the following three research questions:(1)What is the impact of learning community on senior high school students’ English writing strategies?(2)What is the impact of learning community on senior high school students’ English writing achievements?(3)What is the impact of learning community on senior high school students’ autonomy in English writing?This study conducts a 16-week teaching experiment on 100 students from two parallel classes in the first grade of a senior high school in Dalian.50 students are in the experiment class and 50 students are in the control class.Before the experiment,the English and writing proficiency of the two classes is ensured to be equal.The experimental class adopts the learning community,while the control class still adopts the traditional English writing teaching mode.Questionnaires,pre-test,post-test and interview are the research instruments.The data is statistical analyzed by SPSS 20.0 software,including the analysis of independent sample T-test and paired sample T-test,and have a qualitative analysis of interview results.The study shows that learning community mode has positive effects on English writing in senior high school.There are significant differences in the use of English writing strategies,English writing achievements and English writing learning autonomy.Therefore,learning community can be extensively implemented to senior high school English writing teaching.