An Application Of Graded Teaching Method In English Writing Teaching In Senior High School

Writing, an integrated skill, is throughout the process of the English language teaching. It is accompanied by such language teaching as words, sentences and grammar teaching. It is helpful for students to expand not only vocabulary but also other language skills, such as reading, listening, speaking, interpreting and even communication. In fact, writing teaching undertakes the tasks of improving students'communicative skills, professional English knowledge and abilities of its application. Therefore, English writing sets increasingly high requirement for senior students and it is also becoming an important part and a daunting task in English teaching in senior high school. However, in traditional teaching method, little attention has been paid to writing. As a consequence, many students could not adapt themselves to the writing practice, which leads to their lack of interest in writing and English learning. Even worse, some students are afraid of writing.Considering this situation, applying graded teaching method to English writing teaching has some mitigating merits. The graded teaching method faces all the students and pays abundant attention to individual differences and psychological characteristics. The author elaborates the application of graded teaching method in English writing from three aspects. The first aspect is theoretical basis of supporting the graded teaching in senior high school. The theories include the modern quality education theory, the principle of teaching students in accordance with their aptitudes, mastery learning theory, the theory of learner differences and the zone of proximal development. In addition, the author introduces several writing methods including co-operative English writing approach, process-writing teaching, task-based writing approach and product writing approach. And the second aspect is about how the graded teaching is applied in English writing. The concrete steps are the gradation of students, the gradation of teaching plan, the gradation of teaching objectives, the gradation of teaching procedure and the gradation of teaching assessment and so on. The third aspect is the significance, the limitation and the implication of graded teaching method. In this part, in order to complete the experiment effectively and efficiently and to collect accurate data, the author compares academic scores and questionnaire questions in pre-experimental and post-experimental period.Meanwhile, in the experiment, the author pays more attention to the three research questions:(1) In students' view, what effects does graded teaching have on students?(2) What are the difficulties and problems of applying graded teaching to English writing?(3)How does the teacher solve these problems in order to fully and effectively play its role?In the whole experiment process, with the help of data collected from the questionnaires and testing scores, the three research questions are answered:Firstly graded teaching method can not only inspire students' writing autonomy but also improve students' academic achievement of writing. Secondly, due to the misunderstanding of the usage of graded teaching method and difficulties in implementation of graded teaching method, students' self-esteem is easy to get hurt. Thirdly, in order to solve these problems, teachers can attach more importance to designing class and taking care of students' self-esteem.In conclusion, the author tries to successfully apply the graded teaching method to motivate students' interest and confidence in writing and to improve their writing ability. And the experimental results prove that graded teaching method is useful to improve students' academic achievement, communication skills and ability. What's more, the data the author have been providing in the experiment has been valid, well received and enormously helpful to the further research and study.