An Action Research Of Anchored Instruction To English Writing Teaching In Senior Hihg School

In recent years,with the deepening of exchanges between China and foreign countries,the need for English talents is more and more intense,and more and more attention is paid to English learning.As an important part of students’ English learning,writing is of self-evident importance.However,there are still widespread problems in Chinese students’ English writing learning.Under the current writing teaching environment,there is still room to improve students’ learning interest,learning efficiency and effect.It is imperative to deepen the exploration and reform of writing mode,so as to better improve students’ writing performance.From the perspective of transforming traditional classroom teaching mode into anchored instruction model,the author explores the teaching effect of anchored instruction model in English writing teaching in high school,so as to evaluate and feedback the anchored instruction model.It aims to help teachers from the perspective of their own teaching and students’ learning,through reflection to find more suitable anchored instruction model and method for students’ writing learning needs.Based on the application of anchored instruction model to senior high school English writing,the author took the first-year high school students as the experimental subjects and carried out three rounds of teaching actions to explore the following three questions:1.Can anchored instruction model improve students’ English writing level? Can we improve the language,content and structure of the article?2.What is the attitude of students towards anchored instruction model?3.How to optimize each link of anchored instruction model in high school English writing teaching through action research?According to the research questions,this paper firstly starts with relevant literature and makes an analysis of it.Based on constructivism,situational cognition theory and supply theory,this paper explores whether it is feasible to combine English writing teaching with anchored instruction model;Secondly,explore how to combine the above two to carry out practical research;Finally,three rounds of writing teaching actions in anchored instruction model were designed and implemented,and the results of teaching actions were evaluated through tests,questionnaires,interviews,classroom observation and text analysis.Finally,reflection and evaluation were conducted from different perspectives,and the following conclusions were finally drawn: 1.From the application of anchored instruction model in English writing teaching practice,the overall effect is good,promote the high school students to learn English writing,improve the content,language,structure of the composition of the students,the writing level is improved;2.Students’ attitude towards English writing has changed and they begin to be interested in English writing,which has a great positive effect on students’ future Learning of English writing.3.Generally speaking,there is little change after the first round of action research,but after the second round,students’ interest in learning writing and independent learning ability are significantly improved,and group cooperation efficiency is significantly improved after the third round.Students of different levels can help each other.After three rounds of continuous adjustment of practice research,each teaching link was optimized and the problems of students before the experiment were gradually solved,so as to explore a set of optimized operation process of anchored instruction model,providing reference for future teaching.