The Application Of The Open Teaching To The English Writing Teaching In High School

As one of the four basic skills in English, writing is very important. However, writing teaching doesn’t get enough attention in high school. Most of the teachers still use the traditional teaching methods which only focus on the results in English writing teaching, and there is an obvious lack of teacher’s instruction to students in how to write. Teacher offers the titles and students finish the writing task. Then students wait for teacher’s score without understanding the process of writing development and how they make mistakes. In this thesis, the author takes the writing problems existing in the high school students’ English writing as the breakthrough, and tries to find out an optimal method to improve the English writing teaching and students’writing skills. The Open Teaching originates from the title centered "classroom discussion model" and "open class model" founded by R.C. Cohn in 1969, which is based on the Humanism Theory, the Constructivism Theory and Krashen’s Input Hypothesis. In recent years, the researches of the Open Teaching have been one of the hot research topics both abroad and at home and have made great progress. However, there are relatively fewer researches about the open English writing teaching in high school, which is a crucial period of the learning process. Therefore, this thesis discusses the application of the Open Teaching to the English writing teaching in high school. The author takes 135 senior one students from two classes in The Second High School in Huining as the research subjects to conduct the experiment for a semester. Class 9 is the experimental class in which the open English writing teaching is applied, while Class 10 is the control class with traditional English writing teaching. The author tries to explore two questions through experiment, observation, questionnaires and tests.(a) Whether the Open Teaching method is better than traditional method in improving students’ English writing ability in the real English teaching situation?(b) Can the open English writing teaching be more effective in cultivating students’ interest in English writing and improving students’ ability in writing evaluation and revision?From the data analysis, the author draws a conclusion that when compared with the traditional English writing teaching, the open English writing teaching is more beneficial to improving students’ writing grades and writing ability, and strengthening students’ interest and confidence in English writing, which improves the students’ English writing skills and their English competence. The findings of the research imply that the Open Teaching can be applied to English writing teaching in high school.