Research On The Effect Of Research-based Learning On High School Students' English Writing Ability

English writing as an output skill is particularly important for improving the comprehensive language ability of English learners.The “National English Curriculum Standards for general High School”(2017)also put forward requirements for English writing teaching.However,English teachers mainly adopt the form that students write first and then teachers grade the writings and provide students with writing templates,and finally students correct their essays and remember the template.This teaching mode cannot meet the requirements of the “National English Curriculum Standards for general High School”(2017).It also cannot enhance students' writing autonomy and arouse students' writing interest.Besides,students' English writing ability is not effectively improved.Based on this,it is very important to choose a reasonable and efficient teaching mode.As a learning concept,Inquiry learning takes questions as the carrier and group cooperation as the organizational form.It has the characteristics of openness,autonomy and initiative inquiry.It can be operationalized through English teaching and improve learners' learning ability and practical ability.It is a new attempt to promote quality education.Domestic scholars,especially primary and secondary school English teachers,continue to carry out the reform and innovation of Inquiry learning in teaching practice.However,due to the limitations of school,human and material resources,teachers are not optimistic about the effects of inquiry learning.Therefore,how to give full play to the advantages of inquiry learning and how to implement inquiry learning have become the current problem needed to be solved.This paper took cognitive learning theory,constructivism learning theory and humanism learning theory as the theoretical basis,and constructed a writing teaching model based on Inquiry learning that is problem-oriented and chose small groups as an organizational form.In this study,82 students in two parallel classes in the first grade of a middle school in Weifang were selected as the research objects.One class was randomly selected as the experimental class and the other as the control class.The experimental class adopted the writing teaching model based on Inquiry learning,while the control class adopted the traditional teaching mode for a three-month teaching experiment.After the experiment,SPSS25.0 was used to sort out,compare and analyze the experimental data to explore the following two research questions:What is the specific influence of Inquiry learning on students' writing ability?(2)What are the different effects of Inquiry learning on students of different English proficiency levels?In this study,the results of the experimental class and the control class were compared and analyzed,and the results showed that:(1)Inquiry learning had an impact on the English writing ability of high school students.It was specifically manifested in language usage(vocabulary,sentence pattern),content,structure,etc.Inquiry learning had the greatest impact on language usage(vocabulary,sentence pattern),followed by structure,and had the least impact on content sub-items.(2)Inquiry learning had different effects on students of different English proficiency levels.After the teaching experiment,the improvement of high-level students was the least,followed by the middle-level students,and the improvement of low-level students was the largest.Finally,the research puts forward several teaching suggestions targeting to the problems,occurring in the teaching process.Tthis paper provides a reference for the application of inquire learning in high school English teaching and provides a direction for future research on inquire learning.