A Study On The Application Of PBL To English Writing In Senior High School

English Curriculum Standards for General High Schools（2017 Edition）points out that "the English curriculum of senior high schools advocates English learning activities view and some learning methods such as independent learning methods,cooperative learning methods and inquiry learning methods which point to the development of the key competence of the subject".According to the requirements of the English Curriculum Standards for General High Schools（2017 Edition）and the situation of senior high school English teaching,the author proposes to apply the PBL teaching method（problem-based learning）to the high school English writing class.The PBL mode starts with problem discovery and ends with problem solving.Group collaboration will be as the connecting points throughout the process it.The goal of PBL is to promote students’ self-learning and develop problem awareness.Students are able to learn English in a positive way in this method.The study aims to answer the following questions:（1）What are the main problems in the current high school English writing teaching?（2）How to apply the PBL teaching method effectively to the high school English writing teaching classroom and what aspects does it improve students’ writing level?（3）Can the English writing teaching classroom based on the PBL teaching method improve the students’ English writing scores?The study takes the high school students from a high school in Harbin as the research object,including a total of 48 students for three months of teaching practice.The method of combining qualitative research and quantitative research will be adopted.Before the experiment,teachers and students are interviewed,and students are invited to fill out a questionnaire.Furthermore,students’ pre-writing test is conducted.During the experiment,classroom observation is paid and the teaching process is adjusted.After the experiment,data are collected and analyzed to prove the effectiveness of PBL in high school English writing classes.The study shows: 1.According to analyze students’ pre-writing test,students’ vocabularies are simple and the accuracy of grammar is low.In additional,the article is not coherent enough.Therefore,there are some problems in students’ writing.2.It is effective to apply PBL into senior high school English writing.By analyzes students’ writing paper,it can be found that students’ words used are more rich and advanced,and the correctness of grammar is improved,and the coherence of the article is more smoothly than before test.3.Students’ writing performance has improved significantly by applying PBL teaching method to senior high school English writing teaching.By collecting the relevant data of the writing scores after the experiment,it can be found that the pre-test writing average score of students in the experimental class is 13.38,and the while-test writing average score is 15.13.So the while-test writing average score is1.75 points higher than the pre-test writing score.The post-test writing average score is17.15.The post-test writing average score increases by 2.02 points compared with the while-test writing average score in the experiment,and the post-test writing average score increases by 3.77 points compared with the pre-test writing average score.The study has achieved some research results,but there are still some shortcomings,which hope to further explored and improved in the future.