The Application Of Diagnostic Teaching Method In English Writing Teaching Of Senior High School

It is well known that English writing plays an indispensable role in English learning and the new English curriculum standards put forward a higher standard for English writing teaching.So how to improve students'writing proficiency has become a popular topic among the English teachers.Due to different reasons,although diversified teaching methods are used in English writing teaching,many problems still exist in English writing teaching.The current English teaching in senior high school still cannot get rid of problems in the traditional teaching models.English writing has been transformed into the recitation of lots of English templates.All of these deviate from the purpose of English writing teaching and become the obstacles of improving students'English writing level.So this research aims at finding out students'main problems in English writing and trying to employ the Diagnostic Teaching Method to arouse students'interest in English writing and improve their writing proficiency.American educational scholars Arter and Jenkins put forward the notion of diagnostic teaching in 1979.This method is usually used to diagnose the disease of the patients and find out the solutions to solve these problems.Arter and Jenkins developed it as a teaching method that can judge whether the students really understand what they have learned or not.Diagnostic teaching means teachers could adopt some ways and measures to know the degree of students'mastery of knowledge immediately and make diagnosis based on the problems that students have during their learning.After the diagnosis,teachers should take appropriate measures to correct the mistakes in student's learning process and the final goal is to promote students'all-round development.In this research,to carry out the teaching experiment,the author analyzes problems existing in students'writing and regards the Error Analysis as a theoretical foundation.This research mainly answers the following three questions:1.What are the main difficulties of senior high school students in their English writing?2.What is the superiority of the Diagnostic Teaching Method for senior high school English writing?3.How does the application of the Diagnostic Teaching Method improve senior high school students'writing proficiency?In order to answer these three questions above,the author carried out an experiment at Shang Hua High School in Anyang from September 1^th in 2018 to June 31^th in 2019.Students from the two classes in Senior One were subjects of this research.These two classes are Class Twelve and Class Fourteen.Class Fourteen was the experimental class?EC?with sixty-one students,while Class twelve served as the control class?CC?with fifty-seven students.The author adopted the Diagnostic Teaching Method in the EC in this experiment.At the same time,the author carried out the traditional English writing teaching method in the CC.Students in EC and CC both took part in the pre-test and the post-test.The author also adopted the method of interview in EC before and after the experiments to find the problems in English writing teaching.In order to understand students'basic situation and whether they have interest in English writing,the author carried out the questionnaire on English writing interest.To ensure the reliability and validity of the study,the collected data in this experiment were analyzed and compared by using SPSS.The results show that the writing scores of the experimental class students are significantly higher than the control class.This research reveals that the Diagnostic Teaching Method in English writing teaching at senior high schools can improve students'writing proficiency and enhance the quality of English writing teaching.Diagnostic Teaching Method provides a new way to solve the dilemma that English writing teaching in senior middle school still cannot get rid of recitation of lots of Englishtemplates and promotes students all-round development.