An Action Research On The Effect Of Project-based Continuation Task On Senior High School Students’ English Deep Learning Competency

National English Curriculum Standards for Senior High Schools(2017 edition revised in 2020)proposes that teachers should cultivate students’ ability for self-directed,collaborative and inquiry-based learning in the process of English learning.In order to cultivate the ability,the new writing type of continuation task is included in the English college entrance examination.This means that traditional writing teaching methods that rely on memorizing templates and mechanical drills can no longer meet the requirements of the new college entrance examination,and high school English writing teaching needs to find new breakthroughs.The research on the correlation between project-based learning and deep learning competency provide a new idea for continuation task.Therefore,this action research integrates project-based learning into continuation task to explore: 1)What are the influences of Project-based Continuation Task on senior high school students’ deep learning competency? 2)How does Project-based Continuation Task facilitate senior high school students’ deep learning competency?The action research of Project-based Continuation Task was carried out in a class in senior two of a high school in Panyu District,Guangzhou City for one semester.In two rounds of action research,continuation task was completed in three stages as a“project”,namely the preparation stage,the implementation stage,and the reflection stage.The preparation stage included setting goals and making plans.Students participated in making “project” plans after they identified the goal of the “project”.In the implementation stage,the teaching activities of Project-based Continuation Task were carried out according to the plan,which included the “Reading-Analyzing”and “Writing-Evaluating” part.Students completed their own writing after reading and analyzing the text.The reflection stage includes the exhibition of results and summary reflection.After completing the writing piece,students presented their works in the classroom in the form of an exhibition,and summarized and reflected on their performance in the “project” and their works of the “project”.The two questions of this study were answered through data analysis.For the first question,the analysis of questionnaire and teaching logs showed that Project-based Continuation Task has a good influence on high school students’ deep learning competency.For the second question,the qualitative analysis of focused essays indicated that some teaching strategies in the process of Project-based Continuation Task can promote the improvement of high school students’ deep learning competency,including creating real situations for the projects,encouraging students to finish the projects corporately,and providing timely evaluation.