Research On The Application Of Meme Theory In High School English Writing Teachin

English writing has always occupied an integral place in both teaching and evaluation as a means of assessing students’ overall competence and their mastery of the English language through output.The revision of the Curriculum Standards and the reform to the College Entrance Examination have also made higher expectations on English writing teaching.Practical teaching reveals that there still continues to demonstrate a discrepancy between high school students’ English writing proficiency and the quality of learning levels stipulated by the Curriculum Standards,thereby eluding the ideally intended focus of teaching and learning.Hence,around reforms to practically boost high school students’ English writing proficiency emerges as a research focal point among many experts and scholars.Following the current findings of Memetics,this research will proceed to extend the coverage of the application of the theory in the field of language teaching,implement writing teaching grounded on the life-cycle,classification of meme and the features of successful ones,with a view to elevating the overall efficiency of teaching.During this study,the 12-week teaching comparative practice is conducted among a total of 90 students in two parallel classes in the second grade of high school in a certain municipality,and the research data are collected by adopting survey and experimental methods and analyzed by SPSS26.0 to answer the following questions:(1)Does the memetics-based English writing teaching in high school meet the requirements of the Curriculum Standards?(2)Can the memetics-based English writing teaching in high school improve students’ attitudes towards English writing?(3)Can the memetics-based English writing teaching in high school advance students’ English writing proficiency?The conclusions are drawn as follows:(1)The memetics-based teaching of high school English writing,which takes the memetic life-cycle as the underlying principle,meets the nurturing requirements of the Curriculum Standards.The teaching design has been closely aligned with students’ cognitive development,satisfying the needs for language acquisition and creative expression and responding to the integrated implementation of teaching,learning and evaluation.(2)The memetics-based teaching of high school English writing has a positive contribution to the improvement in students’ attitudes towards English writing,with significant changes in their learning interests,learning habits,writing habits and student-teacher interaction.(3)The memetics-based teaching of high school English writing has advanced students’ English writing proficiency.Students have a holistic grasp of text materials at the level of vocabulary,syntax and discourse,and their compositions has become more logical and coherent,and the quality of their writing has gradually improved.This research offers a new perspective on the reform of high school English writing teaching in the combination of Memetics.Teachers ought to consistently concentrate on optimising their teaching methods,investing in enhancing students’ awareness of selection for input materials,emphasising comprehension-based recitation and memorisation,actively transforming their roles to better engage with students’ English writing learning as guiders,and striving to manage the relationships within teaching,learning,assessment and feedback so as to arouse students’ interests in writing and advance their English writing proficiency.Yet,there are still many limitations in this research which need to be refined through subsequent teaching practice.