| Basic skills in English teaching are listening,speaking,reading and writing,in which speaking and writing are processes of expression and output.In junior middle school,English writing is rather difficult in the initial stage of English learning,thus resulting in an unoptimistic teaching situation.On the one hand,under the "double reduction" policy,students’ morning-reading was canceled.To reduce students’ learning burden and make writing teaching more efficient,creating "efficient class" and seek more efficient English writing teaching methods is a worthwhile problem to be explored.On the other hand,most middle school students are lack of enthusiasm for English writing,some of whom are afraid and unwilling to finish English writing.Even though they are forced to complete the writing tasks because of exams or teachers’ assignments,they will get no sense of achievement in completing the tasks at will.As time goes by,their writing ability will remain at a standstill.The lack of systematic and effective English composition training and inappropriate English teaching methods are main reasons for this phenomenon.There is a disconnect between English reading teaching and writing teaching,causing students unable to apply what they learned in reading to writing.Furthermore,the evaluation mechanism of English writing is another reason to affect junior high school students’ English writing.A large amount of homework assigned by teachers usually contributes to insufficient time on writing.After receiving the carefully revised work from the teacher,the student just glanced at the result and put it aside.Therefore,it is hard for students to get inspiration from the teachers’ feedback.For this purpose,based on the research of teaching effectiveness and the length approach,this research conducts exploration on the facilitating effect of the teaching mode of "read to write" on junior middle school English writing teaching.The general question of this research is: Is the "read to write" teaching mode more effective than the general teaching mode in junior middle school English writing teaching? The general question is broken down into the following two sub-questions.The first one is: Is the teaching mode of "read to write" more effective than the general teaching mode in improving junior high school students’ English writing? The second one is: Can the teaching mode of "read to write" be more effective in improving junior middle school students’ interest in English writing than the general teaching mode?This research takes the junior three students of 2021 in Tongwen Middle School,Jiujiang City as the research subjects.Before the experiment,two classes with similar writing levels were selected from 12 classes of this grade based on the pre-test.One class,as the experimental class,adopts the way of "read to write" to teach writing,and the other class,as the control class,adopts the general teaching method;a total of 76 students were selected for the two classes.The teaching experiment lasted 12 weeks.Based on interviews with the teachers,this research designed the teaching mode of the control class,collecting experimental data with pre-test and post-test papers of English writing and questionnaires of interest in learning English writing.The results indicate that the teaching mode of "read for write" can effectively promote the interest in learning English writing of middle school students and improve their English writing.What can be learned from the research for junior middle school English teaching is that,under the background of "double reduction" policy and reduced English class hours,teachers should integrate reading teaching and writing teaching,so that students can better apply what they have learned to writing in the limited teaching time,based on targeted reading activities.Only in this way can junior high school students’ writing interest and writing ability be enhanced,so as to create a more efficient teaching environment. |
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