An Experimental Research On The Project-based Learning In Senior High School Writing Class

English writing, one of the four basic English skills, deserves great attention for the reason that English study has been becoming more and more important in modern life. And consequently study on English writing has been increasingly emphasized. As for teaching of senior high school English writing in elementary education, it has naturally aroused considerable concern.However, studies on English writing started relatively late for various reasons and the current teaching methods still can not meet the requirement of modern education.The theoretical foundations of Project-based learning involve constructivism, multiple intelligence theory and cooperative learning theory. The new teaching method immediately aroused great attention among relevant scholars and teachers when it first appeared. Recently Project-based learning has been widely applied in the field of English teaching and remarkable achievement has been made by some researchers. However, the experimental study of project teaching approach in senior high school English writing teaching has been rare.The related studies on project teaching mainly adopt logic thinking approach or qualitative research method to testify the role of the new teaching method in improving students'abilities of listening, speaking, reading and writing, whereas most of the researches lack relevant experiments to test their feasibility. The thesis is intended to testify the effectiveness of the Project-based learning in enhancing English writing teaching through experimental study and explore complete teaching plan and means of course design based on the project-based learning.The author conducted an experimental study in Lilin senior high school, which is in Shuozhou city in Shanxi province, based on Project-based learning to serve the research purpose. To be more specific, the experimental group and the control group were divided first and project-related writing teaching plan was designed according to Project-based learning, then the new teaching approach and traditional teaching method were respectively used in the two groups mentioned above. After that, a combination of qualitative and quantitative analysis was employed to give a detailed description of the research data. And the data results reveal that Project-based learning plays a positive role in improving students'English writing ability and writing strategies. In addition, it can also arouse students'learning interest and promote their overall development.The thesis employs the experimental study to testify the role of Project-based learning in improving English writing teaching results in senior high school. The author explored specific ways to make the project-related writing course design, which is hoped to provide some references to the implementation of Project-based learning in our country and to teaching reform in senior high school English writing as well as to provide beneficial reference for researchers, English teachers and learners. Besides, theoretically speaking, it is also hoped to advance further study on the new teaching method.