An Applied Study On Project-Based Teaching Of Continuation Writing In Senior High School

Writing ability has always been one of the important indicators to measure students’comprehensive English ability.Continuation writing is a new question type in the national English college entrance examination in many provinces.As it combines the characteristics of reading and writing,it surely has posed a huge challenge to the traditional composition teaching mode,and has also prompted many educators to try new teaching methods in order to adapt to the current writing training needs,among which project-based teaching methods have received extensive attention and exploration.Project-based teaching is a student-centered teaching method under the guidance of constructivism.It is recommended that teachers guide students to solve challenging real tasks that require active and in-depth thinking and analysis through group cooperation,which can gradually improve their knowledge,skills,thinking abilities and key characters during the learning process,so as to cultivate students’ core competence and comprehensive ability.Its nature and characteristics are in line with the training goals of the core literacy of the English subject and the training needs of reading and writing tasks.Combining project-based teaching and related research on reading and writing,this article aims to explore the specific implementation steps of project-based teaching in English continuation writing and its impact on students’ performance.The research mainly includes the following aspects:(1)How to apply project-based teaching methods to high school English continuation writing?(2)What impact does project-based teaching have on students’ continuation writing ability?(3)Compared with traditional writing teaching methods,does project-based teaching have obvious advantages in cultivating students’ writing ability?If so,what are the specific aspects?On the basis of combing and summarizing researches related to project-based teaching and continuation writing at home and abroad,this paper sorts out the four basic principles of project-based teaching on continuation writing and uses six basic steps to carry out the teaching procedure,namely import before reading,read the text,analyze the text,make the draft,present and comment,correct and improve.Two classes of the first grade in Qingdao No.39 Middle School(Affiliated Middle School of Ocean University of China)in Shandong Province are chosen as the research object,while project-based teaching methods and traditional teaching methods are respectively used in the experimental and control classes.The teaching effects are tested through the pretest and post-test,and students’ feedback on project-based teaching methods is collected through questionnaire.The main findings are as follows:Project-based teaching can effectively improve students’ continuation writing ability,and compared with traditional writing teaching methods,it can improve the plot logic,content integrity,sentence cohesion,grammatical correctness and language diversity of students’ compositions.Besides,it can effectively develop students’ imagination and language understanding,organization and expression skills,mobilize students’learning initiative and subjectivity,thus shows obvious advantages in improving students’ continuation writing performance.