An Action Research On Senior High School English Writing Teaching Based On Differentiated Teaching Method

High school English writing is an important part of students’ English learning in high school.Writing ability is an important part of students’ language skills,and it is also one of the concrete manifestations of the core literacy of English subjects.At the same time,different students have objective differences.Not only do different students have differences in different writing sectors,but also different students have significant differences in the same writing sector.In this context,teachers should not adopt the same writing teaching method for all students.Instead,the differences of students should be respected,and the students should be appropriately grouped in different ways and receive tailored teaching methods suitable for their level.Therefore,this research is based on the theory of differentiated teaching and attempts to adopt the method of action research to explore the effect of differentiated teaching in the teaching of English writing in high school and find the answers to the following research questions:Has differentiated teaching improved the English writing ability of high school students? If there is an improvement,what are the specific improvements of English writing ability of high school students by differentiated teaching? If the improvement is obvious after the research,what are the specific teaching principles and teaching strategies of differentiated teaching that can be summarized from the research?In response to the above problems,this study conducted a semester of action research on 44 students from Class Ten Grade Two of ZH High School in Ningbo City,Zhejiang Province.In order to improve students’ writing ability,the author firstly conducted relevant pilot research through questionnaires,sample interviews and pre-test to know students’ dilemma and true situation in English writing.Then,according to the needs of the students participating in the pilot study,the author conducted two rounds of action research,of which the second round of action research has improved the content and process of differentiated teaching.The action research used methods such as questionnaires,sample interviews,text analysis,and assignment scores to obtain the data and materials needed for the research.The author found through analysis and research data that 1)Differentiated teaching can improve students’ English writing ability.2)The improvement of students’ English writing ability by differentiated teaching is mainly reflected in the improvement of writing quality,the correctness of spelling and grammar,and the improvement of vocabulary and thinking.3)In the application of differentiated teaching of high school English,the principles of individualized teaching,enlightening,fairness and development can be followed.Correspondingly,differentiated layering strategies,customized teaching materials strategies,gradient learning strategies and shared classroom strategies and dynamic adjustment strategies can be used.The innovation of this study is that through the model of differentiated teaching,on the basis of considering the differences of students’ personal abilities,the writing teaching is more targeted,which promotes the students to achieve the maximum development in their own zones of proximal development,and finally promotes the improvement of students’ English writing ability.