An Empirical Study On The Production-Oriented Approach In Senior High School English Practical Writing Teaching

Listening,speaking,reading,writing and translation are five essential skills for English majors at present,and four of them,listening,speaking,reading,writing and reading should be emphasized in senior high school.But till now,the college entrance examination,put more emphasis on the learning of input skills in the classroom.Most of the output skills are carried out with the test requirements,and most of them lack systematic and complete explanations,and are result-oriented,ignoring the teaching process,including effective input and output.In view of the existing phenomenon of‘learning’ and ‘using’ separation,Professor Wen Qiufang and his team jointly studied and summarized the ‘Production-Oriented Approach’ based on the current situation of English teaching in native universities.From the beginning hypothesis to the final theoretical system,it was nearly complete and repaired for more than ten years.Production-Oriented Approach has focused on the problem of ‘separation of learning and application’ in English teaching in China since its inception and advocated‘integration of learning and application’.In the teaching process,we advocate output before input.Output not only serves as the result but also has the function of classroom driving.This method also highlights the role of evaluation in writing teaching.Due to the teaching practice and the stylistic features of practical writing,the author decided to start with practical writing and put the Production-Oriented Approach into the writing teaching of senior high school English,aim to explore whether the it can effectively promote students’ practical writing English,and sum up how to apply this method more effectively in related classrooms.This study lasted for ten weeks,involving 45 students from a class of Grade One in a provincial key middle school in Harbin as subjects.Through the research,we tried to draw the following three conclusions: First,what is the current situation of English practical writing teaching for senior high school students? Secondly,how to design and implement the classroom activities of English practical writing in senior high school under the guidance of Production-oriented Approach? Thirdly,does the Production-Oriented Approach affect their interest and their writing level?The research results suggest that: Firstly,the questionnaire showed that the senior high school students at this stage don’t think highly of their practical writing level,but most students express their confidence to improve their writing level through study;There are some problems in students’ practical writing habits.Meanwhile,they lack awareness of the importance of practical writing and positive emotional experience from ‘input’ to ‘output’.At present,the classroom quality of practical writing teaching also has room for improvement.Secondly,the design of the specific teaching links in which theory is applied to practice is elaborated in detail,emphasizing“integration of learning and application”and“close combination of input and output” Besides,teachers should also guide students to set different learning starting points and goals independently according to the actual situation,improve the quality of input facilitation in practical writing class,and fully stimulate students’ output desire.Finally,the interview results show that students’ interest in practical writing has indeed improved;The results of the two tests also suggest that the Production-Oriented Approach does improve students’ English practical writing scores to some extent,and the comparative analysis of language,content and discourse structure clearly shows that students’ writing level has really improved.Therefore,we know that applying the Production-Oriented Approach to the teaching of English practical writing in senior high schools can make a positive impact on students’ practical writing level and writing interest.