A Study On Application Of "Reading-to-writing" Teaching Mode To Senior High School English Writing Teaching

As a significant form of language output,writing is critically important in English teaching.However,the current situation of English writing teaching in our country is not optimistic.English writing is not only a weak link for students to master,but also a difficult teaching task for English teachers to improve efficiently.In recent years,“Reading-to-Writing” teaching mode which is considered as an effective teaching mode has got more attention by many scholars.Therefore,on the basis of Input Hypothesis and Output Hypothesis,Output-Driven and Input-Enabled Hypothesis and Schema Theory,this paper puts forward the teaching mode of “Reading-to-Writing”.This paper adopts the method of empirical research to study the influence of “Reading-to-Writing” teaching mode to senior high school English writing teaching.The main questions discussed in this study are as follows:Question 1: What is the effect of “Reading-to-Writing” teaching mode on students’ writing interest?Question 2: To what extent does “Reading-to-Writing” teaching mode influence students’ writing ability?Question 3: What are the changes of students’ critical thinking skills by using this teaching mode of “Reading-to-Writing”?The participants of this research are 113 students from Qinyuan No.1 Middle School in Shanxi Province,who are chosen from two parallel classes in Grade One.These students are selected randomly as research participants to carry out a 16-week teaching experiment.Class One with 56 students is chosen as the experimental class(EC)using “Reading-to-Writing”teaching mode,and Class Two which contains 57 students is selected as the control class(CC)using traditional writing teaching method.In this study,the research methods combining qualitative and quantitative is used,including questionnaires,tests and interviews.The results are as follows.Through the “Reading-to-Writing” teaching mode,students’ interest in English writing has been greatly aroused,students’ English writing ability has been obviously improved,and students’ critical thinking skills has also been raised.It can be seen that it is feasible and effective to apply “Reading-to-Writing” teaching mode in senior high school English writing teaching.Therefore,“Reading-to-Writing” teaching mode is conducive to guiding senior high school English writing teaching in the future and has a great research value.