A Case Analysis Of Writing Heterogeneous Classes Based On Core Competencies ——Taking 9AU2 Task In Oxford Junior English As An Example

Cultivating students’ core competencies has evolved as a new concern of curriculum reform.English subject core competencies include language ability,learning capacity,thinking quality and cultural awareness.Teachers are required to carry out lessons in accordance with The Standards under the guidance of English subject core competencies.Although there exist numerous researches on English writing teaching,there are few case studies on writing heterogeneous classes in junior high schools based on English subject core competencies.Based on Piaget’s constructivism theory,Krashen’s input hypothesis and Swain’s output hypothesis,this research describes and analyzes writing cases of Colors and Moods,which is the task section of Unit 2 Colors in 9A of three junior high school English teachers from Jiangsu Province.The research focuses on the following question:（1）Do the teaching objectives of the three junior high school English teachers’ classes reflect the implementation of English subject core competencies?（2）What approaches do they take to implement English subject core competencies?（3）What roles do teachers and students play during the implementation of English subject core competencies?The research aims to provide a reference for teachers to effectively explore approaches to cultivating students’ English subject core competencies,to facilitate teachers’ teaching designs and teaching innovation based on the guidance of English subject core competencies and strengthen teacher’s guidance and assistance to students,giving full play to the students’ learning subjectivity.This research adopts case study and classroom observation to analyze the implementation of English subject core competencies in writing teaching.It includes the following steps:selecting the teaching videos,transcribing the three lessons separately,analyzing and discussing situations of junior high school English teachers’ implementation of English subject core competencies in writing teaching.To facilitate the analysis,the three teachers are labeled as TH,TM and TZ,and their teaching objectives,classroom teaching and the roles of teachers and students are used to analyze the implementation of English subject core competencies in writing classroom teaching.The research has the following main findings.In terms of designing teaching objectives,all three teachers show consciousness of incorporating the development of students’ English subject core competencies.With respect to the implementation of English subject core competencies,three teachers are able to consciously integrate the requirements of English subject core competencies on the basis of a comprehensive analysis of the learning situation,and take the knowledge points in the textbook as the carrier to implement English subject core competencies in a variety of forms（creating problem situations,building effective teacher-students interaction and implementing competencies-based evaluation systems）,which is a great improvement over the regular classes,and reflects that while establishing the framework of English subject core competencies,teachers are constantly exploring,actively thinking about and constructing teaching contents and teaching structures that match the requirements of English subject core competencies to facilitate the implementation of English subject core competencies.In terms of roles,all three teachers can play the role of creating English learning context and cultivating students’ problem-solving ability,and students can give full play to the subjectivity of learning under the guidance of teachers and play the role of positives thinkers and collaborators,jointly promoting the development of students’ English subject core competencies.The pedagogical implications of this study are as follows.Firstly,English writing teaching should incorporate concepts of English subject core competencies and teaching objectives,and a variety of ways should be taken to achieve the balanced development of the four elements according to the actual teaching needs.Secondly,writing teaching should respect students’cognitive rules,design activities associated with English subject core competencies,promote students’ internalization and transfer of language,and realize students’ English subject core competencies.Finally,teachers should play the role of facilitators and researchers,stimulate students’ subjectivity,promote their independent learning,and develop their English subject core competencies.Two shortcomings remain in this study:Firstly,there is no further discussion on how to popularize the approaches of implementing English subject core competencies of exemplary lessons in regular classroom teaching.Second,the three cases of quality lessons are only video resources,and the author is not involved in real classroom teaching due to the epidemic,so the effectiveness of teaching and task achievement could not be explored in depth through interviews.