A Study On The Effects Of Ecological Teaching Mode In Senior High School English Writing Teaching

Writing ability is one of the four basic abilities that high school students must master in English,and it is also an important and difficult point for teachers in English teaching.However,there are many “non ecological phenomena” in traditional English writing teaching.For example,the writing classroom environment is unbalanced;the amount of writing class is insufficient or even missing;the teacher controls the class,and the teacher-student relationship is not harmonious;the purpose of writing is to complete the task,which makes it impossible to apply what has been learned in class to extracurricular;writing evaluation is the teacher’s analysis of the strengths and weaknesses of students’ composition,ignoring the main body of students etc.These “non-ecological phenomena” hinder the improvement of students’ writing ability and go against the fundamental requirements of the new curriculum standards.This study intends to adopt ecological teaching mode in high school English writing teaching,aiming to stimulate students’ motivation in writing,improve students’ English writing ability,and cultivate students’ autonomous ability in writing.Education ecology emphasizes that the classroom is student-centered.Teachers have to play an important role in guidance,give full play to the interaction between teachers and students,and pay attention to the important role of establishing a scientific and reasonable classroom environment.Ecological teaching mode is the direction of healthy development of teaching.Based on the theory of educational ecology,ecological teaching mode explores the dynamic balance of classroom from the interaction of teachers,students and classroom environment.The purpose of this study is to answer the following three questions:(1)What are the changes of senior high school students’ motivation towards English writing by applying ecological teaching mode ?(2)What is the effect of ecological teaching mode on senior high school students’ English writing achievement?(3)What effects does ecological teaching mode have on senior high school students’ autonomy in English writing?A total of 80 students from senior high school in Weihai Shandong Province participated in the experiment,40 in control class and 40 in experimental class.The experiment lasted for16 weeks.The ecological writing teaching mode is applied to the experimental class,and the control class continues the original writing teaching method.The research tools of this experiment include questionnaires,pre-test,post-test and interviews,and the relevant data is statistically analyzed by SPSS 21.0 software.The results found that the ecological teaching mode stimulated the motivation of senior high school students to learn English writing,enhanced their confidence in writing,and improved the achievement of English writing.It was conducive to cultivate students’ autonomy in English writing,and the ecological teaching mode had a positive impact on senior high school English writing teaching.Therefore,it is meaningful to apply the ecological teaching mode in high school English writing teaching.