| The cultivation of English proficiency includes the cultivation and development of comprehensive abilities such as listening,speaking,reading and writing.However,in the current situation of middle school students’ English learning,although students’ abilities of listening,speaking,reading and writing are constantly improving,students’ writing ability has been in a weak state.But We all know that writing is the embodiment of students’ comprehensive ability.Hence,how to improve students’ English writing level and how to pay attention to the cultivation of students’ core literacy in English subjects,many experts,scholars and English teachers are constantly exploring and researching.Therefore,this thesis attempts to explore the application effect of process writing method in middle school English writing teaching.First,in the junior middle school English writing teaching,compared with the result teaching method,is the application of process writing method better to help students improve their English writing skills? Second,can the application of process writing in junior high school English enhance students’ writing awareness,improve students’ enthusiasm for writing,cultivate students’ cooperative learning and revision consciousness and so on.In the research,experimental methods,interview and questionnaires are used.The subject of this experimental study is the students of Grade Seven in a middle school in Zhengzhou,one for the experimental class where the process writing method is uesd,and the other for the control class where the traditional writing teaching method is still used.And the same teaching materials are used in the experiment.The writing class is the same,the writing practice is the same,and both classes are taught by the same teacher.The writing test was also revised by the same teacher according to the same standard.Finally,the SPSS software was used to analyze the scores of the pre-and post-test writing.Through the method of questionnaire survey,the influence of process method on students’ writing consciousness,cooperative learning and modification consciousness is explored.Through the experiments conducted in one semester,the following conclusions can be drawn: the process method can effectively improve the English writing ability of students.The application of the process method in junior middle school English writing teaching can improve students’ enthusiasm for writing,improve their interest in English writing,enhance students’ writing awareness,and promote students’ enthusiasm for cooperative learning and revision of articles.In order to give full play to the role of process teaching method in English writing teaching,it is necessary to optimize the classroom mode of writing teaching;to change teaching awareness and improve ability. |
