| As an international language,English is widely used.In an era of accelerating internationalization,students can improve their competitiveness only by learning English well.As one of the basic skills of English learning,writing has always been an important part of English learning.Learning writing well can actively promote the improvement of students’ comprehensive English ability.At the same time,the way teachers teach English writing in class has a great impact on the development of students’ thinking.With the continuous renewal of contemporary educational ideas,the speed of knowledge updating and iteration is getting faster and faster,the disadvantages of the traditional writing teaching method are gradually obvious.It makes students fall into a state of passive learning and unwilling to actively think and explore.In the long run,it is bound to be detrimental to the improvement of students’ English writing level.Therefore,it is urgent for teachers to explore effective English writing teaching mode to stimulate students’ interest in writing,form writing thinking and improve their independent learning ability.Under the guidance of output-oriented education,this paper uses the revised Bloom’s Taxonomy of Educational Objectives as the theoretical basis for teaching English writing.The newly revised Bloom’s Taxonomy of Educational Objectives consists of knowledge dimension and cognitive process dimension,in which the cognitive process dimension includes six levels: memory,understanding,application,analysis,evaluation and creation.The author designs teaching activities suitable for students according to the requirements of cognitive process dimension,so that students can increase learning challenges on the basis of original knowledge,promote students’ output,stimulate students’ enthusiasm for English learning,explore students’ potential,and exercise their thinking level at all levels.Thus,the obtained knowledge can be internalized in an independent way and then transformed into high-quality output.This paper attempts to explore two questions: 1 、 Can Bloom’s Taxonomy of Educational Objectives from the perspective of output orientation improve students’ interest in writing? 2 、 Can Bloom’s Taxonomy of Educational Objectives from the perspective of output orientation improve students’ writing level? A total of 100 students from two classes of a senior high school in Harbin were selected as the research objects,of which Class 5 was the experimental class.The author conducted a three-month teaching of English writing in Bloom’s Taxonomy of Educational Objectives from the perspective of output orientation.Class 6 was the control class,and routine English teaching was carried out.During the experiment,other conditions of the two classes were the same.Before and after the experiment,the validity of the teaching model was verified by questionnaire,test and interview,and SPSS22.0 software was used for data analysis.The results show that: 1、Bloom’s Taxonomy of Educational Objectives from the perspective of output orientation can improve students’ interest in English writing and increase their writing enthusiasm.2、Bloom’s Taxonomy of Educational Objectives from the perspective of output orientation can improve students’ writing level.Under the guidance of this model,students’ writing has made progress in terms of discourse structure,language and content compared with before the experiment.During the period of this experiment,the teachers,guided by the output-oriented concept,flexibly applied Bloom’s educational objective classification system to teach English,paid attention to the practicality of the subject,and achieved good experimental results.In addition,based on this experiment,combined with the feedback and suggestions from students’ interviews,the author thinks about the enlightenment of using Bloom’s Taxonomy of Educational Objectives to guide writing teaching,and puts forward the prospect of its future development. |
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