A Study Of Junior High School English Narrative Writing Based On Learning Community

Learning Community theory can be traced to Dewey’s “Education is life,school is society” theory in 1899.Specifically,it means a group or community composed of several learners and helpers（students,teachers,educational experts,etc.）.In this community,all members have the common learning mission and vision,and share the learning resources complete learning tasks together to achieve their learning goals.As for a mature learning community,it embraces features of high participation,high-frequency interaction and high-efficiency cooperation.The theory of Learning Community was heatedly discussed in education and teaching research at home and abroad in the early 21 st century.Theoretical and practical research goes up year by year,and their results mainly focus on theory,while the application space in classroom practice needs to be improved.Currently,in the domestic junior middle school English teaching,teachers allocate little time to writing.Meanwhile,most primary and secondary school English teachers’ teaching approach lacks innovation,students find it difficult when completing writing tasks,and students make improvements slowly.Yet the compulsory education English Curriculum Standard（2011 Edition）attaches great importance to interactive and collaborative learning.Therefore,this study applies the Learning Community theory to junior high school English writing classes,and explores the following questions: 1.What impact does narrative writing based on Learning Community have on students’ description of key points of articles?2.What impact does narrative writing based on Learning Community have on students’ choice of words and sentences? 3.What impact does narrative writing based on Learning Communities have on students’ article structure? In this regard,the author sampled 107 students from two classes of Grade 3 in Benxi No.2 Middle School in Liaoning Province as the research subjects and conducted a three-month experimental study;Class no.3 was used as a control class,and Class no.4 was used as an experimental class.The control class applied the traditional teaching approach,and the experimental class applied the learning community teaching approach.The main research methods include: writing test,questionnaire,and interview.Through comparing the scores of the two classes before and after the experiment,the SPSS analysis and verification of the questionnaire survey results,and combined with the interview,it was confirmed that the description of the key points of the article by the students in the experimental class was more perfect and accurate,and their grades were slightly improved;the students’ words and sentences were more standardized and authentic,and the performance improvement was obvious;the students’ article structure was more clear,proving that the narrative writing based on Learning Community improves the students’ writing performance and ability obviously.However,this teaching approach is also limited by many aspects in practice,such as students’ English ability,learning interests,and places,thus resulting in imperfect research results.