An Experimental Study On The Continuation Task On English Writing Teaching In Senior High School Based On SOLO Classification Evaluation Theory

The SOLO(Structure of the Observed Learning Outcome)Taxonomy is a model proposed by John B.Biggs and K.Collis to describe levels of increasing complexity in student's understanding of subjects.In China,We attach great importance to students' knowledge obtained when we evaluate their academic performance,and we often neglect the requirement of the curriculum standard on students' ability level.SOLO classification evaluation method has five levels: pre-structure level,uni-structural level,multi-structure level,relational level and extended abstract level.Each level represents students' knowledge or ability that students have obtained.Combining the requirements of English composition for college entrance examination in Zhejiang Province with the SOLO classification evaluation theory,the author assigns different grades to the five levels of the SOLO classification evaluation.Students' writing ability can be reflected by the score of students' writing work.According to the curriculum standards of 2017 and the examination states of the college entrance examination in Zhejiang,the main purpose of writing reform is to test students' comprehensive language competence.According to the survey,the author found that the current evaluation is still inclined to apply the analytical evaluation method,which focuses on the evaluation language knowledge that students have mastered.English teachers in the continuation task writing teaching focus on language knowledge and ignore the improvement of students' writing ability.In continuation task writing teaching,teachers downplay the analysis of the subject of continuation task writing and the standard of the style of continuation task writing.This leads to students' lack of interest in writing,which is not conducive to cultivating students' creativity.Therefore,the author constructs a continuation task writing teaching model in high school based on SOLO classification evaluation theory,with the purpose of improving students' writing ability,and increasing their interest in writing and improving their writing scores.The author began to carry out an 11-week teaching experiment.97 students were involved in this experiment from a parallel class of senior three in a middle school in Wenzhou,Zhejiang province.Experimental tools include writing testbefore and after the experiment;the questionnaire consists of two parts,one is the survey on the emotional attitude towards writing among high school students,the other is the survey on the writing skills towards writing among high school students;The teachers of the experimental class were interviewed before and after the experiment.The purpose of the experiment is to verify the following two hypotheses:(1)The application of SOLO theory in English writing teaching in senior high school can change students' attitude towards the continuation task;(2)the application of SOLO classification evaluation method can improve students' English continuation task ability.Especially,that teachers apply SOLO classification evaluation method in English continuation task writing teaching can help students choose appropriate language and style according to the analysis of themes or genres,construct discourse,and promote the development of story plots with rich and vivid details.The experimental results show that SOLO classification evaluation theory can accurately evaluate students' writing ability,and students can adjust their writing strategies according to the evaluation results,so as to improve their writing ability.Meanwhile,the results also show that it can be an effective teaching tool to improve students' writing ability and attitude.In China,the application of SOLO classification evaluation method in high school English teaching is still in the exploratory stage.The author finds that there are still some problems in English teaching practice.In order to explore more efficient evaluation methods,teachers and experts need to make great efforts and research together.