Study On The Design And Practice Of Senior High School English Writing Teaching From The Perspective Of “English Learning Activity View”

English writing is a very important language output skill and an important part of language ability.But nowadays,there are some shortcomings in the design of teaching activities in most high school English writing teaching.To a certain extent,the current teaching can not meet the requirements of the 2017 edition of the new curriculum standard,as well as the need to improve the students’ core literacy ability of English subject.High school students’ interest in English writing is not high,and the tendency of examination-oriented is obvious,which leads to the difficulty of learning more and more.Based on the view of English learning activities,this study discusses the design and practice of English writing teaching activities in senior high school by using literature method,comparative research method and SPSS statistical analysis tools.The purpose of this study is to solve the following two problems :（1）how to design more reasonable English writing teaching activities in senior high school from the perspective of English learning activities?（2）What aspects of teaching design from the perspective of English learning activities have improved students’ English writing ability? The author consulted the relevant literature at home and abroad,and combined with the writing requirements of the New Curriculum Standard,the teaching activities of English writing were designed from the perspective of English learning activities.In addition to the principle of taking students as the main body,paying attention to and promoting students’ interest in English learning in the traditional teaching design,the teaching design from the perspective of activity also stratified the teaching process through specific and hierarchical activities.Specifically,the activities carried out in the process of writing teaching can be refined into the development of learning and understanding class writing,application practice class writing,transfer innovation class writing,and realize the goal that students can achieve multi-dimensional expression of views and multi-function development accomplishment in the process of writing teaching: at the same time,the evaluation methods are more diversified.It is no longer a single summative evaluation,and pays more attention to the process evaluation of students.At the same time,the main body of evaluation is not only the teacher,but also the initiative is returned to the students,so that the students can learn and evaluate themselves.It embodies the unity of teaching,learning and evaluation.Then,with reference to the above design,the author carried out a four-month teaching practice in class 1906 of Haoyuan Experimental Middle School in Hengyang City,Hunan Province from September 2019 to January 2020,and made a concrete analysis with specific teaching cases.Through the comparison of writing test results before and after the current class practice and the comparison between the current class and the previous class,this paper analyzes the teaching effect of English writing teaching activities in senior high school from the perspective of English learning activities,and puts forward some reflection and teaching enlightenment.The study shows that from the perspective of English learning activities,teachers can design more reasonable writing teaching activities to make the teaching process more perfect,students perform better in learning comprehension activities.Students’ English writing performance has been improved obviously,especially for middle-level students and students with learning difficulties.Therefore,the high school English writing teaching activities from the perspective of English learning activities are helpful to optimize teachers’ teaching methods and improve students’ English writing ability to a certain extent.