A Study On The Application Of PBL Mode To English Writing In Senior High School

Writing is a means of using linguistic symbols for information exchange.It not only reflects the utilization ability of language knowledge and language skills,but also reflects the ability of thinking and logical analysis.However,for a long time,English teaching in China has focused on the teaching of reading and language knowledge,and the teaching of writing has not received the corresponding attention.At present,most of teachers in senior high school always adopt the traditional teaching mode in English writing teaching,who prefer to follow these rules: teachers present writing task;students finish writing;then,teachers comment on writing in the end.Therefore,students will pay much attention to the translation of words and expressions or the imitation of the essay in English writing,resulting in obvious lack of thinking ability training,participation and practice in the writing class.Based on that,students' writing at a low level with the lapse of time,presenting monotonous content,improper language and so on,which needs to be further improved.According to the current situation of high school English writing teaching,the PBL mode is applied to English writing teaching in senior high school.The mode is based on the constructivism theory and comprehensible output theory,which advocates learners as the center and places students in complex problem scenarios in teaching process,and then learners solve problems through learning and discussion in small group so as to improve students' self-learning,thus students' writing ability can be improved gradually during the process of problem solving.On the basis of studying the PBL mode,students from two parallel classes is employed as the research objects,who come from grade two in Chencang Senior High School,Shanxi Province.Thus,one-semester teaching practice is planned to explore the feasibility of applying the PBL mode to high school English writing teaching,including its effectiveness.During the process of implementation,the PBL mode is applied to English writing teaching in these two classes.And then the questionnaire survey and interview from students are employed,trying to answer the following questions:1)Whether the application of PBL mode can improve students' writing ability or not?2)What aspect of students' English writing can be affected through PBL mode?3)What strategies are supposed to be expected by teachers in applying PBL mode toEnglish writing teaching?Finally,the following results based on the data analysis can be drawn: PBL mode teaching can improve students' writing ability.In terms of language knowledge,such as vocabulary,grammar,sentence structure and discourse organization,which are improved to a degree,and fluency,complexity and accuracy of writing also be focused on.While,in the aspect of language content,students' thinking and view has made progress,who can express own unique views in a fluent and accurate expression way,rather than a single imitation.At the same time,students' interest and confidence in English writing are improved,changing their attitude towards English writing.In addition,students' thinking ability has also been cultivated through the process of finding problems,exploring problems,and solving problems.Through the above research,the advantages of using PBL mode in English writing teaching can be summarized and some corresponding suggestions are put forward for high school writing teaching.In the process of English writing teaching,teachers use the PBL mode to guide students to writ,lead students to use information to find out information constantly,thus make students learn and improve constantly in the process of problem solving,and improve the writing interest,writing ability and students' thinking finally.To sum up,it is feasible and effective to apply PBL mode to senior high school English writing teaching,which has some practical significance to promote and improve senior high school English writing teaching.