An Experimental Study On PAD Model Of English Writing Teaching In Senior High School

Ordinary High School English Curriculum(2017)explicitly divides English into five basic skills: listening,speaking,reading,reading,and writing.Listening,reading,and reading belong to the absorption-input process,while speaking and writing are regarded as the output process.As traditional English teaching focuses on input and rather than output,teachers often adopt traditional methods in teaching “writing” and lack guidance for students’ interest in writing.In addition,in the traditional writing teaching,teachers usually value students’ writing results,which leads to the lack of their participation in the writing process.In view of these problems,the teaching of English writing has been paid more and more attention in recent years.At the same time,the academic circle has explored the teaching models in English writing from different perspectives,among which the PresentationAssimilation-Discussion(hereinafter referred to as PAD)is a new and representative teaching model.Because this model is the reintegration of such factors as teachers,students,teaching content,and teaching methods,etc,and is a set of teaching system with high integrity and strong operability,it plays an important role in promoting the cultivation of students’ interest in English writing and their classroom participation.Therefore,this study will also use the PAD class model to explore the teaching of high school English writing.The purpose is to solve such problems as students’ lack of motivation and their deficiency in writing ability under the influence of traditional teaching,so as to improve students’ achievement,arouse their interest in writing,and provide some new ideas for high school English writing teaching.This study mainly explores the following two issues:1.Whether students’ English writing motivation can be stimulated in the PAD model;2.Whether students’ English writing ability can be effectively improved in the PAD model.The subject of this study is the 90 students in Class 12 and Class 17,Grade one,in H High School in Hanzhong City.During a period of four months,the PAD class model is applied in the experimental class with 45 students for English writing teaching,while the traditional teaching model is used in the control class with 45 students.This study mainly uses questionnaire survey and interview to analyze the change of students’ writing attitude before and after the implementation of PAD class model,and the experimental method to analyze students’ writing achievement.It is found that the results of the changes in students’ writing attitude show that the PAD class model not only improves students’ interest in writing,but also greatly promotes students’ writing initiative.The results of the comparative analysis of students’ writing performance show that students’ writing performance is significantly improved in the PAD class.In a word,compared with traditional writing teaching,the PAD class model has obvious effectiveness in both stimulating students’ writing motivation and improving their writing ability.