The Study On Application Of Process-oriented Approach To Teaching Of English Writing In Senior High School

"English Course Standard"has listed explicitly the demand of writing in the goal of English language skills. It emphasizes to train students'practical ability to apply English in writing in the middle school. But for many years, the teaching of English writing has always been ignored in Senior High School. We have investigated all previous results of the college entrance examination and found out that students'ability to listen and read is improving greatly year by year. But students'ability writing is improving slowly. The result of writing hasn't met the requirements all the way (Li Qing 2000). Obviously, we strengthen the ability of students'writing in Middle School and break through the traditional and single approach of teaching—product-oriented approach. It is one of the effective approaches to solve the problems.Therefore, the thesis aims to explore the application of process-oriented approach to teaching of English writing in Senior High School. Based on the theory on process-oriented approach at home and abroad, compared with the traditional product-oriented approach and combines the writing actuality of our school, I have carried out a one-year experiment in two parallel classes in order to compare the effect of product-oriented approach and process-oriented approach on students'writing. The experiment results are as follow:(1) The experiment proves process-oriented approach is more effective than product-oriented approach in improving students'writing ability(2) On the base of the theory on process-oriented approach researched by the educationalists at home and abroad, I have summarized the three basic stages and five-operation model of classroom activity of process-oriented approach in teaching of English writing in Senior High School.(3) Applying process-oriented approach mobilizes students'enthusiasm greatly and makes students take active part in writing process and inspire their interests in writing. Through their feedback and revising each other, students understand the writing essential and enjoy the writing pleasure and improve their ability of cognize, inspection, alternation and writing.(4)Applying process-oriented approach incarnates the teaching theory of cooperation study and makes students realize that writing process is not only individual action but is a communicative activity.