On The Application Of Data-driven Learning To English Continuation Writing Teaching In Senior High School

In the context of educational reform,the innovation of English writing question type in the College Entrance Examination puts forwards higher-level requirements for high school students’ English writing ability.However,there are some problems such as reading and writing segmentation,fragmentation of teaching content and low participation of students in the current continuation writing class.Therefore,this study combined data-driven learning with continuation writing teaching in senior high school to carry out practical teaching,aiming at improving the current situation of continuation writing teaching and improving the English writing level and motivation level of senior high school students.Based on the input-output theory and the learning motivation theory,this study aims to solve the following two questions:(1)What is the impact of the application of data-driven learning to English continuation writing teaching on English writing levels of senior high school students?(2)What is the impact of the application of data-driven learning to English continuation writing teaching on English writing motivation of senior high school students?In order to answer the above questions,this study used continuation writing test papers,writing motivation questionnaires and COCA as research instruments.It selected students from two classes in Grade Two of Gaohe Senior High School in Anqing City,applied data-driven learning to the teaching of continuation writing,and carried out a teaching experiment.Research findings are obtained as follows: the application of data-driven learning to English continuation writing teaching in senior high school can improve students’ writing level from the aspects of content,structure and language,provide students with rich corpus content,help students clarify the use of logical connectives,and meet students’ needs for accurate and diverse language input.Secondly,the application of data-driven learning to English continuation writing teaching in senior high school can enhance students’ writing motivation from three aspects of self-efficacy,intrinsic motivation and extrinsic motivation,create authentic contexts for students,provide opportunities for students to observe and practice,and give students positive teacher feedback.In addition,this study also provides some enlightenment for English teaching: first,teachers should strive to master the latest teaching concepts and modern educational technology,and actively seek new ways to improve the status quo of education;secondly,teachers should play the role of instructors and respect students’ dominant position in class.Finally,data-driven learning not only applies to high level English learners,but also plays its due role in senior high school English teaching.