A Study On The Application Of KWLSW Strategy In Senior High School English Writing Teaching

Writing is not only one of the main contents of high school English teaching,but also an important comprehensive thinking teaching activity.It is not only an important means to improve the mastery of knowledge of English learners,but also the main method to test their English output ability.After the release of “National English Curriculum Standards for Senior High School(2020 Revision)”,it is emphasized that English classroom teaching should be student-centered and teachers should give full play to the subjective role of students in the classroom.However,the current writing teaching is often dominated by teachers,and there are outstanding problems such as lack of innovation in classroom teaching activities and less interaction in students’ learning.Research at home and abroad shows that KWL strategy teaching is mainly studentcentered and can cultivate students’ subjective initiative.This study attempts to expand this strategy to KWLSW strategy,advocating teachers to carry out writing teaching through students’ knowing,wanting to know,learning and sharing.Under the background of the new curriculum standard,based on constructivism theory,scaffolding theory and the concept of “ reading-to-write”,this study attempts to apply KWLSW strategy to high school English writing teaching and explore its feasibility and effectiveness.This study selected 50 students from a class in Grade one of XX School in Huangshi City as the research objects,combined experimental research and investigation,aiming to explore the following two questions: First,whether the application of KWLSW writing teaching strategy is helpful to improve the English writing level of high school students? Second,if the effect is positive,what are the reasons for the difference among students with different English levels? The experiment period of this study was four months.After the experiment,the author analyzed the collected data through SPSS26.0 software.The results of the study show that KWLSW strategy can effectively improve the English writing level of senior high school students;at the same time,through data comparison and analysis,it is found that KWLSW strategy has different effects on students with different English levels.First of all,students with medium English proficiency get the best learning effect under the guidance of KWLSW strategy.The reason is that the middle level students lack some appropriate learning strategy guidance and more training opportunities than the better English level students,and the KWLSW strategy provides them with corresponding opportunities,so their progress is the most significant;secondly,students with better English proficiency have also made some progress,but their progress space is relatively small,and the results are not significant.In addition,students with weak English proficiency have made more progress than those with better English proficiency.They should have more room for improvement,but their negative attitude towards English writing and passive participation in the classroom failed to achieve the desired results.Based on the above research and analysis,some suggestions are put forward for English writing teaching:teachers should learn to effectively combine students’ existing knowledge and new knowledge,learn how to stimulate students’ enthusiasm and interaction,and learn how to share KWLSW strategies with colleagues efficiently.Therefore,this study aims to enrich English writing teaching strategies and improve students’ English writing level and interest in English writing.