An Empirical Syudy On The Production-Oriented Approach In Senior High School English Writing Teaching

"Production-oriented approach" is a new type of localized teaching method constructed by Professor Wen Qiufang and his team.Wen Qiufang(2015)published a paper "Building a Theoretical System of Production-oriented Approach",which marked the theoretical system of output-oriented approach.The formation of the school focuses on solving the problem of "separation of learning and use" in English teaching in China.And it follows the new teaching mode of "output-input-output",which starts from output and stops at output,and always integrates "learning" and "use".Today,English writing is an important English skill focusing on knowledge output.However,due to the pressure of the college entrance examination,most English teachers in China have focused their attention on the writing results of students,but have neglected how to guide students to input and effectively output relevant languages.This led to the phenomenon of "learning" and "use" separation.Therefore,this study applies the production-oriented approach to high school English writing teaching to investigate whether the production-oriented approach can improve the English writing level of high school students in terms of language,content,and discourse structure.In this research,a mixed research method was used to select 45 students in class one(two)in a key high school in Harbin as the subject for a 16-week study.And collect and analyze qualitative(student interview,teacher interview,classroom observation,output text)and quantitative data(language test,questionnaire)to solve the following three questions: First,what is the current situations of English writing in senior high school? Second,How to design and implement senior high school English writing classroom activities guided by production-oriented approach? Third,does the application of production-oriented approach in senior high school English writing teaching improve students’ writing performance in language,content,and discourse structure?The experimental results of this study show that: First,through a questionnaire,it can be concluded that the current high school students lack a positive emotional experience with English writing.In addition,the writing of the article can not be done "in the heart".In other words,students will not pay attention to the language,content,and discourse structure of the article in the writing process.However,most of them support this kind of oriented learning,indicating that they are still willing to try this new teaching method.Secondly,applying Production-oriented approach to English writing teaching in high school mainly takes three stages.It can be concluded that the application of the output-oriented approach to high school English writing teaching can improve the English writing learning ability of high school students,meet the needs of society and the country,increase the opportunities for applying what they have learned,and enable students to integrate learning and use and make up The gap between "learning" and "use" improves students’ learning efficiency.At the same time,it can also improve students’ ability of thinking and innovation.Finally,through five tests conducted in this research,the application of Production-oriented method to English writing teaching in high school has improved students’ writing performance,and has also improved their language,content and text structure.Therefore,applying Production-oriented method to English writing teaching in high school can improve students’ writing ability.