Research On Writing Teaching Of Senior High School Students With English Learning Difficulties From The Perspective Of Dynamic Assessment Theory

At present,the static assessment model,which focuses on the results of writing,plays a dominant role in senior high school English writing teaching in China.This traditional assessment model neglects students' cognitive development and learning content,which has a negative impact on the improvement of their English writing ability.As the key point of English teaching in senior high schools,writing teaching is an important means to improve students' English pragmatic competence.Especially for high school students with English learning difficulties,the lack of teachers' attention and guidance makes it more difficult for them to make progress in their writing ability.In addition,English Curriculum Standards for Senior High Schools(2017)put forward that assessment should emphasize students' development and growth,promoting students' self-awareness,establishing self-confidence and adjusting learning strategies so as to promote the overall development of students' core competence in English.Therefore,in the English writing teaching in senior high schools,it is urgent to explore a writing teaching mode which combines assessment with teaching dynamically and pays attention to process and development so as to improve the writing ability of students with English learning difficulties.DA theory is a new theory which developed in the West in recent decades.The theory advocates that students' intelligence is in the process of continuous development,and that students' progress and learning ability can be examined at different periods.In this thesis,students with English learning difficulties are considered as subjects.Dynamic assessment(DA)theory is applied to English writing teaching in senior high school.And the quantitative and qualitative research methods are used to explore its impact on the writing ability of students with English learning difficulties.The main research questions include:1.Can DA-based writing teaching improve the English writing levels of the students with learning difficulties?2.How does DA-based writing teaching improve students with learning difficulties' attitudes toward English writing?In the research,firstly,after defining the group of students with learning difficulties,41 students from two classes of a senior high school in Jinan City,Shandong Province,were selected as the research subjects.Class(1)was the experimental class(EC),and class(2)was the control class(CC).In the experiment,thetraditional writing teaching model and the DA-based writing teaching model were adopted for the students in CC and EC respectively.Taking the students' first monthly test scores as the pre-test,this thesis makes a contrastive analysis of their English writing scores through a three-month teaching experiment to solve the first research problem.Then,post-questionnaires are adopted to investigate the changes about English writing attitudes of students with English learning difficulties in EC.Finally,several students with English learning difficulties in EC are randomly selected for classroom observation and interviews.Through the analysis of students' classroom behavior and psychological changes,it is found that students with English learning difficulties' attitudes toward English writing has been improved.Besides,statistical analysis software SPSS 20.0 is applied to analyze the relevant data to solve the second research problem.Through data analysis and discussion,the study indicates that DA-based English writing teaching model can improve the writing level of students with English learning difficulties in senior high school.Through teacher intervention and interaction,peer assessment and teacher's correction,students' learning interest can be stimulated,which helps them to develop positive attitudes towards English writing.Therefore,the application of DA theory in senior high school English writing teaching has certain practical and theoretical significance for improving the efficiency of writing teaching for students with learning difficulties.Although this study confirms the validity of English writing teaching model based on DA theory for students with learning difficulties in high schools,it also has some limitations,which needs to be explored and improved continuously.