An Action Research On The Pre-writing Stage Of Process-oriented English Writing Teaching In Junior Middle School

The teaching of writing is an important issue in the English teaching of junior middle school. The compulsory education English curriculum standards(2011 edition)points out that the teaching of writing should be divided into three stages: pre-writing;while-writing; post-writing, and emphases the process of writing. At present, many English teachers are still apt to the product-oriented teaching approach, which leads to students tired of writing and teachers tired of teaching. Compared with the process oriented writing teaching approach, to some extent, the product-oriented highlights one disadvantage which is lack of pre-writing stage.According to the author's teaching experience, the results of first survey and the writing test, students' writing problems mainly focus on content, language, and discourse structure. To solve these problems, the author assumes that teaching activities and teaching strategies in prewriting stage can stimulate students' interest in writing and improve their writing ability. Therefore, with the guidance of constructivism theory and schema theory, the researcher makes an action plan and takes an action research on pre-writing teaching for 4 months. The whole research process includes two stages, 8 times writing lessons in total, in which some teaching strategies, like brain storming; group discussion; sample reading; and outline were carried out.The results show that the students become more interested in writing, for they accept the new writing teaching approach and participate in pre-writing activities.Students have improved their writing ability in content, language, and discourse. The author thinks over the whole research process and the results of the study, finding that there are some problems on sample reading teaching, cross-cultural consciousness cultivating, training of language. As to these problems, some teaching optimization countermeasures are put forward.