The Study On The Application Of The Micro-writing Based On Unit Topic In High School English Writing Teaching

Writing is one of the most important ways for students to output language,and it is also a necessary ability for language communication.Since 2015,the College Entrance Examination(CEE)has been reformed,and the new types of English writing,such as continuation writing and summary writing are flexible.At present,the CEE reform has been widely implemented in many provinces and cities in China,which puts forward new requirements for English writing teaching.Traditional English teaching is hard to adapt to the reform when facing the new challenge.By researching the current status of high school English teaching,the author finds that many teachers select writing topics with no relation to the unit topics that students have learned from the textbooks,causing the phenomenon that writing guidance and unit topic teaching are totally separated.This writing teaching model is relatively fragmented.Teachers can’t organically combine reading teaching with writing teaching or systematically guide students to improve English writing ability.The result is that students can’t apply what they have learned and show little interest in writing.Also,most teachers often require students to master most of the dimensions of writing comprehensive skills in a 40-minute class.Though it seems to be all-inclusive,students can’t grasp every writing skill in depth.Such writing teaching is superficial,which goes beyond students’ cognitive load and eventually leads to unsatisfactory writing teaching effect.Therefore,how to improve students’ English writing level effectively has become an essential topic for middle school teachers,especially for those high school English teachers.Based on the students’ English writing problems,this paper is closely combined with the new requirements on CEE reform,and conducts micro-writing training based on unit topics.With more miniaturized and more accurate writing training,the author fully combines the textbooks’ unit topics,organically separate integrated writing skills into micro-skills through writing teaching,and carefully conducts long-term and high-frequency micro-writing training,aiming to help students acquire and thus manage to use micro-writing skills independently.This paper hopes to solve students’ current writing problems more pertinently,improve students’ writing ability and promote the improvement of current English writing teaching by studying the micro-writing training based on unit topics.This paper’s main research questions are as follows:(1)Can micro-writing based on unit topics arouse senior high school students’ interest in English writing?(2)Can micro-writing based on unit topics improve senior high school students’ English writing ability? To fully demonstrate the effectiveness and practicability of micro-writing based on unit topic,the author carries out one-semester comparative experiments in Class 13 and Class 14 of Senior Two in JB Middle School in Shantou,Guangdong.By analyzing the unit topics in Students’ Book 5 and Book 6 of New Senior English for China,published by People’s Education Press in 2007(PEP,thereafter)and formulating micro-writing tasks,the experimental research is carried out according to three micro-writing training steps:controlled micro-writing,suggestive micro-writing and free micro-writing.Fifty students in the experimental class(Class 13)as the research object are instructed in micro-writing,while 50 students in the control class(Class 14)are guided in traditional writing teaching.Lastly,the author analyzes the data of questionnaires,interviews,writing test scores before and after the experiment by using SPSS to verify the effect of micro-writing on promotion of students’ writing ability.The research finds that targeted formulation of the teaching objectives and contents of micro-writing step by step can effectively improve students’ English writing level and performance.In addition,the micro-writing training can help high school students strengthen their divergent thinking skills in writing and increase their interest in English writing.Finally,the data and analysis of the series of experimental operations about micro-writing teaching are expected to be references for teachers,especially high school English teachers who intend to try micro-writing teaching.