An Action Research On The Application Of Production-oriented Approach To English Writing Teaching In Senior High School From The Perspective Of Blended-learning

The English Curriculum Standards for General High Schools(2017 Edition)clearly states that students’ English proficiency should be improved in three aspects: speaking,writing and translating,to ensure that they have the ability to communicate with others in English.In regular English classes,however,teachers,to some extent,give no consideration to the guidance of composition language,content and structure,which is inefficient and time-consuming to students.In response to the above problems,a lot of work has gone into the field of academic research from different perspectives,and has finally made considerable headway.For example,Professor Wen and her team created the Production-oriented Approach(POA),which aims to solve the shortcomings of the separation of learning and use in foreign language teaching in Chinese universities.In today’s information age,blended learning combines traditional classroom learning with e-learning,and integrates task-led teaching with independent learning,and more and more people recognize this teaching method as it continues to spread.In the process of investigation,this research makes full use of various resources in the network platform,combines POA with blended learning,and conducts an in-depth analysis of the teaching process mentioned in the output-oriented method,so as to clarify its rationality and effectiveness in English writing teaching.The study aims to investigate the following three questions: 1.what is the specific operation process of teaching English writing in high school based on the output-oriented approach from the perspective of blended learning;2.can POA under blended learning significantly improve high school English writing performance? 3.what is the effect of POA on high school English writing text quality under blended learning?Based on Krashen’s Input Hypothesis,Swain’s Output Hypothesis,Educational Communication Theory,Constructivism Learning Theory,this study was conducted with two parallel classes of students in a high school in Liaocheng to investigate the effects of writing teaching based on POA under the perspective of blended learning.The research process consists of three rounds of action research: the first round analyzes the applicability of the production-oriented approach based on the current situation of English writing teaching in high schools,so as to identify the shortcomings of the approach;the second round proposes improvement plans and designs the teaching process in response to the problems revealed in the first round;the third round combines the needs of English writing teaching in high schools in China,stratifies the teaching tasks,and improves the existing teaching In the third round,the teaching tasks were stratified and the existing teaching process was improved.Research methods such as questionnaire method,interview method,observation method and experimental method were used in the research process.In order to make the findings more scientific,the author used research tools such as questionnaires and students’ English writing samples in the research process,and used SPSS22.0 to conduct statistics on the information obtained,and drew the following conclusions: firstly,a set of high school English writing teaching process divided into four parts: preparation-motivating-enabling-assessing was explored,which opened up another new idea of high school English writing teaching.Secondly,POA has a facilitating effect on high school students’ English writing.Students’ output goals were better achieved,their writing scores were improved,and students’ abilities in writing content and language application showed a more obvious upward trend.