Exploration Of Teaching Path Of English Continuation Writing In Senior High School From The Perspective Of Outcome-Based Education

In order to deepen the reform of the the Chinese National College Entrance Examination,continuation writing was introduced in the English writing.It was also piloted in 2016 in Zhejiang,a pilot reform site,and has produced positive results.With the continuous promotion of the College Entrance Examination Reform,continuation writing" is scheduled to be added to the English writing section of the Heilongjiang Province College Entrance Examination in 2023.And many front-line teachers are still exploring this question type.Therefore,it is urgent to explore the path of continuation writing that can adapt to the reform of the Chinese National College Entrance Examination and cultivate students’ core competence in English.In 1981,William Spady proposed the concept of Outcomes-Based Education(OBE),which is an advanced teaching philosophy.The OBE emphasizes that all teaching activities should be student-centered,guided by the expected learning outcomes,and designed in reverse and implemented positively.It evaluates students’ learning outcomes and continuously improves and perfects teaching design based on evaluation results,that is,"outcome-oriented,student-centered,continuous improvement." By referring to the successful experience of OBE in engineering education,the researcher tried to use the OBE to guide the continuation writing teaching,and the research questions are as follows:(1)What is the current situation of English continuation writing in senior high school ?(2)How does the teacher develop practical and operable teaching path under the guidance of OBE?(3)Compared with the traditional teaching mode,can the teaching path under the OBE mode effectively improve the students’ grades of continuation writing?Grounded on the Input Hypothesis Theory,the Output Hypothesis Theory,and the Interactive Synergy Theory,this study conducted experimental teaching for one semester on Class 22 and Class 23 of grade two in Harbin,Heilongjiang province as the research object.Firstly,the methods including questionnaire survey,interview,and test were used to research the current situation of continuation writing teaching.Then,teaching path was carried out,mainly including the setting of expected learning outcomes,implementation of teaching path,evaluation of learning outcomes,and improvement and perfection of teaching path based on evaluation results.Finally,the test method was used to verify whether the teaching path under the OBE mode can effectively improve the students’ grades of continuation writing.Teaching practice and research data show that the teaching path under the OBE mode can effectively improve the students’ grades of continuation writing.From the perspective of teaching implementation,the four main stages of teaching path under the OBE mode(Defining,Realizing,Assessing and Applying)can be smoothly carried out.From the perspective of teaching effectiveness,the average score of students in the experimental class has increased from 13.65 to 15.60,and the scores of the students’ writing content,language,structure,and writing standards have increased from 5.40,3.96,2.21,2.31 to 5.94,4.40,2.56,2.69 respectively.The sig value of each item is less than 0.05.There is a significant difference,which can prove the effectiveness of using OBE to guide the teaching of continuation writing.Although this study has achieved certain results,there are still some shortcomings that need to be further improved in future teaching practices.