An Action Research Of English Continuation-task Teaching Design In Senior High School

The “Standards for The General High School English Curriculum（2017 Edition）”suggest using a new question for testing students’ writing,“Story Continuation”,which means that students read through an article with a finishing to be improved,and then speculate or imagine its plot development on the basis of the context of the article and continue to write the short text completely.With the successive promotion of the college entrance examination reform,continuation-task will be sited and employed diffusely,which is a challenge for English writing teaching.As far as the researcher’s province（Heilongjiang Province）is concerned,on the one hand,students have just been exposed to continuation-task,and teachers know very little about their teaching and training methods;on the other hand,because the continuation-task has not appeared for a long time,teachers in a few provinces that have been piloting the reform of the new college entrance examination have only three years of experience in continuation-task,so the teaching experience that can be used as a reference for front-line teachers is very insufficient.Therefore,the current high school English reading and writing teaching urgently needs reasonable and effective teaching design for reference.Instructional design is designed to help students learn for the purpose of starting from students’ actual problems and formulating corresponding solutions,it can provide teachers with new teaching ideas and teaching paradigms and can effectively improve the learning effect of students.During an internship at a middle school in Harbin,the researchers found that teachers in the first grade were very anxious about continuation-task.Therefore,this study uses the action research,an effective method,to find how to make the teaching design of high school English continuation-task,and then came up with a more reasonable high school English continuation-task teaching design scheme.Grounded on the input hypothesis thoery,the theory of interaction and collaboration,the output hypothesis theory,this study was conducted in a middle school in Harbin city,and 45 students from the first class of high school were selected as the research objects for a 13-week action study.The following two questions are mainly explored: 1.What are the specific problems in the teaching of high school English continuation-task? 2.How to design a high school English continuation-task classroom teaching? Two rounds of planning,implementation,observation and reflection finally came up with a more reasonable continuation-task teaching plan for the reference of front-line teachers.Studies have shown that after two rounds of action research,the continuation-task teaching program can ameliorate the learning situation of students and the teaching situation of teachers.In terms of students,it can enable students to master a certain continuation-task method and the completion of students’ work can be improved.In terms of teachers: it can greatly alleviate the anxiety of teachers about the teaching design of continuation-task and effectively improve students’ participation in the evaluation process of continuation-task.