A Preliminary Research On How Diffraction Strategy Affects High School English Writing

This paper, based on teaching practice and experiment, explores how the "diffraction strategy" is applied in high school English writing teaching. The "diffraction strategy" is a creative mode of activating students' thinking and developing their writing skills. It advocates making full use of texts to inspire students in writing by various activities.This paper consists of six parts. The first part makes a brief introduction about the writing features. The second part gives a description of the present situation of senior high schools' teaching on English writing, including the general teaching pattern and some common problems that occur in senior school students' English writing. The third part focuses on the relevant theories and ideas on the English writing teaching put forward by scholars both from home and abroad, on which a brief analysis is made. Based on the theory of association and activation in cognitive semantics, "diffraction strategy" is put forward in the fourth part. And in accordance with the general cognitive features of senior school students, some approaches of "diffraction strategy" to be adopted in English classroom teaching are assumed in this part. The fifth part, also the main body of the thesis, gives a detailed report of the process of the experiment on how the "diffraction strategy" is employed in teaching. Here a detailed analysis is made on the collected data. Conclusion is reached on the effect of the "diffraction strategy" in the last part.