An Empirical Study Of The Teaching Of English Writing In Senior Middle Schools From The Constructivist Perspective

In the English courses, the writing teaching as a separate category, it’s extremely important in the teaching. However, the current situation of English writing teaching in senior high school is not optimistic; students don’t show much interest in English writing and can’t achieve high grades in it. The reason is that the writing teaching course itself is quite complicated and the students’ English is relatively poor. What’s more, the writing teaching mode is a very important factor which cannot be ignored. Some teachers do not have the deep understanding of the essence and connotation of the writing teaching, and fail to think about the cognitive factors concerning the English. Thus they don’t apply proper teaching strategies in English writing. Therefore, English writing teaching reform is imperative.In this paper, we make an empirical research on the teaching of English writing in senior high school based on the theory of constructivism. Constructivism is the result of the further development of cognitive theory. Constructivism emphasizes the role of knowledge and experience, and emphasizes the initiative, cooperation and situation of learning. This study chooses students in Zhuzhou No.1 Senior High School as the target object for analysis. During the actual operation, students will be divided into two classes. One is the experimental class, the other is the control class where the old teaching method is still used; as for the experimental class, with the Constructivist Teaching mode. This paper puts forward two questions: 1. whether the Constructivist teaching mode can stimulate students’ interest in writing. 2. Through the empirical research, whether the Constructivist teaching mode can improve students’ writing ability. This study puts forward how to guide the teaching of English writing, and how to improve the level of English writing in senior high school according to students’ real psychological characteristics and cognitive capacity in senior high school.By analyzing and comparing the results of the experiment, it is proved that the constructivist teaching mode can be applied to English writing teaching in senior high school. Therefore, teachers should strengthen the learning of constructivism theory and apply it to the teaching of English writing.Due to the shortage of time, the research of this paper is not enough, such as the scope of the survey target is small, so it does not have a very typical representative. In addition, the assessment system, the content and scope of the test are limited, so the way to investigate need to be improved. What’s more, this paper does not conduct in-depth research.