An Empirical Study On English Writing Teaching Based On Production-oriented Approach In Senior High School

China’s Ministry of Education emphasizes quality education,but due to the pressure of entering a higher school,some shortcomings of exam-oriented education have affected education development.One of the most prominent problems is the “separation of learning and using”,which especially reflects English teaching.Wen Qiufang put forward a Chinese localized teaching method to solve this problem----Production-oriented Approach.This method with Chinese characteristics suites to solving problems of foreign language teaching in China.Up to now,many researchers have applied this method to English teaching and achieved outstanding results.Writing is an output skill that students must master,therefore,in order to explore whether production-oriented approach can help English writing teaching in senior high schools based on relevant theory,the author developed an empirical research lasted for one semester to explore the following questions: 1.To what extent does production-oriented approach lead to better achievement in student writing? 2.To what extent does production-oriented approach improve student’s self-efficacy in English writing learning?The experiment began in September 2019 and ended in December 2019.It lasted for four months.The experiment set up two parallel classes in the first grade of certain high school in Kangping County.Two parallel classes refer to the control class(CC)and the experiment class(EC),and there are fifty students in every class.The same teacher taught the two classes,using the traditional teaching method and the production-oriented approach respectively.The experiment uses a method that combines quantitative and qualitative research.The author collected data before and after the experiment,and tested the validity of the data.SPSS19.0 was used to process the experimental data.Moreover,the teacher interviewed 8 students aiming at research questions,and finally integrated the quantitative and qualitative research results to make a comprehensive analysisAfter a semester of teaching,compared with students in the control class,the research result shows that students in the experimental class have improved their English writing scores,enhanced their writing self-efficacy significantly.The average test scores were higher 1.4 points for EC than CC in the writing task dimension,and 2.3 points for EC than CC in the writing skills dimension.Therefore,the effectiveness of the output-oriented approach in the teaching of English writing can be proved.