A Study On Application Of Interactive Teaching Mode To English Writing In Senior High School

Writing serves as an essential part of English acquisition, one skill thatmust be mastered in English learning. However, it has always been a difficultpoint in English instruction: teachers may spare too much effort to makecomments or modification with little effectiveness and efficiency. Thecurriculum reform of the basic education advocates students’ willingparticipation, diligent exploration and active cooperation, and aims to traintheir abilities of problems analyzing or solving and the abilities ofcommunication and cooperation. To this point, this paper tries to testify thefollowing two assumptions through the investigation of current teachingsituation and empirical research on interactive teaching mode of writing: inthe first place, interactive teaching mode of writing can stimulate students’learning interest and help relieve anxiety in writing and secondly, students’performance of writing can also be improved to a large extent.With the methodology of the questionnaire and empirical research, thispaper firstly summarizes the time-consuming and less effective situation ofcurrent writing teaching, and then carries out empirical research of interactiveteaching mode, from Mar.2014to July2014, lasting nearly5months andmaking use of2classes. There are48and49students in the controlled andexperimental class, in which experimental class receives new teaching modewhile the controlled received traditional one. Before and after the research thestudents are asked to finish a writing test, the results of which will beanalyzed by SPSS13.0. And the results show the improvement of the twoclasses, while the experimental enjoys a more significant one. After that, thepaper analyzes the questionnaire for students to know their emotionalrecognitions and attitudes to the new teaching mode. In the end, this paper points out implications of the findings and the limitations, such as limitedresearch time, small number of research subjects.