The Application Research On The Pair Classroom Model Under Project Teaching Method In Senior High School English Writing Teaching

Writing is the output of students’ internal thinking,as well as the specific reflection of their thinking structure and knowledge building ability.High school is a critical period for second language acquisition and basic language teaching.However,the current English writing classes in senior high schools in China are often stereotyped and lack of interactivity.A few students have low interest in writing,and it is difficult to significantly improve their writing skills.With the innovation and development of classroom design concept,using and integrating different classroom models and teaching methods,creating a set of effective new teaching models,solving the above problems,which has practical significance and realistic value.The project teaching method can provide a practical framework for writing class and realize student-led cooperative learning,but the role of teacher is not clear.On the other hand,the paired classroom model combines students’ discussion with teachers’ teaching,and achieves the writing class task by determining the rights and responsibilities of teachers and students,but specific classroom programe lacks of plans,organizations,managements.Therefore,this study combines project teaching method and divided classroom model as a new teaching model and applies it to English writing teaching in senior high schools.The following two research questions will be explored and answered:1.Can the new teaching model activate the vitality of English writing class and stimulate the interest and motivation of English writing in high school?2.Can the new teaching model promote the personalized transformation of English writing results and significantly improve their writing scores?This research is based on the theories of constructivism,multiple intelligences,humanism,etc.,with reference to relevant literatures at home and abroad,and combines quantitative research with qualitative research as the research method.Taking102 students from Class 10 and Class 11 of a key high school in Harbin City,Heilongjiang Province as the sample space,the writing performance,classroom atmosphere,interest and so on,through the design of the new model,13 weeks of teaching application and experimental research,the obtained data results were processed and analyzed in the form of statistics.By comparing the objective experimental values of the two classes in multiple dimensions and integrating the interview feedback from both teachers and students’ perspectives,the following research findings are obtained: After the application,the writing performance of the experimental class was significantly improved compared with that of the control class.The activity of English writing class is significantly enhanced by contrast,and the students also show more active interest in the class writing and the course itself.The improvement of learning interest in class directly affects the comprehensive level of writing.The students no longer simply rely on the template to create the article,but personalize their own expression accordingly,writing performance is also improved accordingly.The above findings indicate a relatively satisfactory solution to the problems in this study.Integrating project teaching method into the new teaching mode of divided classes is in line with the objective teaching law,which is scientific and practical.This also inspires and encourages educators to continue to optimize and adjust teaching programs,practice the concept of cooperative learning and improve students’ core English literacy.