An Empirical Study On The Continuation Task On English Writing Teaching In Senior High School Based On SOLO Taxonomy Theory

With the reform of the new college entrance examination and the implementation of the New Curriculum Standards for High School English(2017Edition),as a new form of writing after the new college entrance examination reform,the continuation task(CT)which has aroused widespread concern among teachers,students and researchers.At present,it is necessary to optimize the teaching strategy,improve the evaluation method and enrich the teaching experience in CT.Therefore,based on SOLO taxonomy theory,this paper constructs the teaching model of English continuation task in senior high schools and combines the five levels of the SOLO taxonomy theory with the evaluation criteria of CT to establish a evaluation method.This paper mainly studies the following three questions: Whether the application of the SOLO taxonomy theory in the teaching of English continuation task in senior high schools can stimulate students’ interest in CT? Whether the teaching of English continuation task in senior high schools based on SOLO taxonomy theory can improve students’ writing and thinking abilities? If so,how does the teaching model of English continuation task in senior high schools based on SOLO taxonomy theory improve students’ ability to write and think? Therefore,the author conducted a4-month teaching experiment on the experimental class(EC).The research object is100 students from two parallel classes of senior two in Ganzhou No.3 Middle School.This teaching experiment uses the method of questionnaires,interviews and test to conduct relevant research,set up EC and control classes(CC),and compare them through different teaching methods and controlling variables to enhance the effectiveness and reliability of the research results.The research process includes:before and after the experiment,using questionnaires to understand the current situation of students’ CT from the aspects of students’ interest in CT,strategies for CT,ways of thinking,and evaluation of CT,and exploring the impact of SOLO taxonomy theory on CT;the test before and after the experiment;the students were interviewed before and after the experiment.At the end of this paper,the results of questionnaire and interview are collated and compared,an d then SPSS software is used to conduct independent sample T test and paired sample T test on the results.The results show that it can stimulate students’ interest in CT and improve their ability to write and think by using the English continuation task teaching in senior high schools based on SOLO taxonomy theory.Under the guidance of SOLO taxonomy theory,students can learn which level of thinking they are at and adjust their own writing strategies after teaching to improve their writing ability.After students have mastered the methods and skills of CT,they will know how to write to improve their thinking ability.This study still has shortcomings and limitations.At the same time,in China,it is still in the exploration stage of using the SOLO taxonomy theory for English continuation task teaching in senior high school.In order to explore a more reasonable continuation task teaching method,teachers working on the front line of education need to practice and research together.