Design And Application Of Project-based Learning In High School English "reading And Writing

The English Curriculum Standards(2017)brings up that writing is one of the major forms of English language output and it reflects learners’ comprehensive application ability in second language learning.At the same time,in accordance to the related requirements of the new English curriculum standards and the characteristics of the new question types,traditional instructional methods can not meet the needs of students and teachers any more.In 2012,Professor Wang Chuming proposed the task of continuing to write by combining reading and writing.It is not only a teaching method but also a writing question type.In China,Zhejiang Province firstly used this type of English writing test for college entrance examination in in 2016.Other provinces are also following it participating in the reforms.Over the past decades,PBL model has gradually become a noteworthy way in the field of English teaching.Many scholars at home and abroad have also fully discussed the combination of project-based learning and English writing to promote the building-up of efficient English writing classrooms.As a brand new form of teaching,the current trend of English curriculum reform is the basis of project-based learning,attaching great importance to the development of students’ core subject literacy,and also lives up to the requirements of students’ individual development.This article explores how to implement project-based learning in High School English "Reading and Writing".Under the guidance of Krashen’s language input hypothesis,Swain’s language output hypothesis and interactive synergy theory,the author takes the students in Class 7 and Class 13 of Grade 3 of Yangzhong Senior High School in Jiangsu Province in 2023 as the research objects,and adopts such research methods as test,questionnaire and action research,This paper attempts to explore the following three core issues:(1).To what extent does project-based learning affect senior high school students’ interest in continuation writing?(2).To what extent does PBL method affect senior high school students’ autonomy in writing "after reading" ?(3).To what extent does project-based learning have an affect on high school students’ English continuation writing performance?Through the examination tests and questionnaires,as well as in two round of project-based action researches,the author designed and studied its implementation in senior high school English reading and writing classes and investigated its impact on students’ senior high school English reading and writing learning.After analyzing and discussing the results,it is not difficult to find that: firstly,continuation writing project-based learning method helps stimulate senior high school students’ desire for language output and stimulate students’ interest in writing,Students can get more satisfaction from writing and improve their negative feelings towards writing.Secondly,students clearly show more active understanding and mastery in the project-based learning guided continuation writing tasks,rather than passive absorption;Finally,the teaching mode of continuation writing based on project-based learning helps to improve students’ English writing level.On the whole,students can achieve the expected writing purpose and complete the prescribed writing tasks when writing.In terms of the expression,structure and content of the article,students can constantly approach the requirements of a standardized composition.Through the adjustment and implementation of practical teaching,the author has successfully explored the effectiveness of project-based learning in the senior high school English continuation writing class,and is committed to providing application reference for teachers to research and promote this method in a wider range.