The Design And Application Of IPO-OPI Teaching Mode To Continuation Writing Task Teaching In Senior High School

Wang Chuming proposed the mode of “Continuation Writing Task(CWT)”,hoping to help second language learners connect input and output and improve their language competence.In August 2015,Ministry of Education of the People’s Republic of China first proposed CWT as a component of National College Entrance Examination(NCEE).In the actual teaching process,the teaching mode still adopts the traditional “reading and writing” mode,ignoring communication and feedback.Based on this background,this study intends to design the Input-Process-Output(Written)-Output(Oral)-Process-Input(IPO-OPI)teaching mode based on constructivism theory,combined with flipped classroom and Problem-based Learning(PBL)model,explore a new teaching mode of CWT,hoping to improve students’ learning attitude and writing strategies to improve their writing competence.Based on constructivism theory and continuation,this paper attempts to study the following two issues:(1)Can the IPO-OPI teaching mode improve students’ attitude towards English writing,including interest,motivation and sense of achievement in writing?(2)Is the IPO-OPI teaching mode effective in improving students’ writing competence? If so,in what ways has the student’s writing improved?The discussion results of this study are as follows: First of all,IPO-OPI teaching mode has a positive impact on students’ learning attitude towards CWT.IPO-OPI teaching mode can raise students’ interest in learning,enhance their confidence in learning and stimulate their motivation to learn.Most students are no longer afraid of CWT,but are willing to read and write with more enthusiasm and confidence.Secondly,IPO-OPI teaching mode has a positive effect on the frequency of students using learning strategies.According to the obtained data,students in the experimental class are more willing to use learning strategies to write than those in the control class.Finally,IPO-OPI teaching mode can improve students’ writing competence.It can be seen from the comparison of the changes in the scores before and after the test that the writing scores of the students in the experimental class improved significantly after reading.Thanks to the IPO-OPI teaching mode,students’ writing competence has been greatly improved,which is mainly reflected in the structure,content and language.