| English writing is one of the important links in English learning and a manifestation of students’ comprehensive English abilities.The General High School English Curriculum Standards(2017 Edition,2020 Revision)puts forward higher requirements for senior high English writing ability.However,there are two main problems in the current teaching of English writing in senior high.On the one hand,some teachers cannot fully understand the common and individual problems existing in students’ writing teaching,so they cannot specifically teach students specific writing problems.On the other hand,students are not clear about their specific writing problems,resulting in unclear writing learning goals.How to help teachers effectively conduct writing teaching and help students improve their writing skills remains a long-standing problem for teachers and students.As one of the teaching evaluation methods,diagnostic evaluation has the advantage of clearly,directly,and in detail pointing out the common and individual problems existing in students’ writing,thereby helping teachers solve writing teaching problems and helping students improve their writing skills.So this study uses to diagnostic evaluation to the teaching of English writing in senior high,to prove whether diagnostic evaluation can impact in the teaching of English writing in senior high and students’ writing abilities,that is,namely to verify its feasibility and necessity.Based on the above discussion,this study explores two questions:1.Can diagnostic evaluation promote the teaching of English writing in senior high? 2.How does the teaching of English writing based on diagnostic evaluation impact senior high students’ English writing ability? The author chose 50 students from Class 10,Senior 1,Harbin No.122 Middle School as the research subjects in 16 weeks.In the early stage,a questionnaire survey,previous writing test data collection,and interviews with teachers and students were conducted.In the middle stage,writing teaching based on diagnostic evaluation was conducted.In the later stage,a questionnaire survey,post writing test data collection,interviewing with teachers and students.Through data analysis,the following conclusions are found: First,diagnostic evaluation can promote the teaching of English writing in senior high.Secondly,through the teaching of English writing based on diagnostic evaluation,it is found that students’ writing abilities have improved.Finally,this study provides suggestions and viewpoints for the teaching of English writing in senior high based on diagnostic evaluation,hoping to offer reference for future relevant research. |
