Action Research On Interactive Writing Instruction In Rural Junior High School

In the practice of interactive writing teaching,the author finds that students generally lack interest in writing and basic writing strategies.Faced with this situation,the author first conducted an investigation through questionnaire and analysis of writing achievements.Combining with the students' current situation,this paper puts forward the research on how to improve students' writing ability in the interactive communication and writing experience of group writing.Based on the theory of cooperative learning and scaffolding,a five-month interactive writing teaching action research was carried out.A total of 100 students in parallel Class 5 & 6 Grade 7 in a township junior middle school in Huichang,Ganzhou,were selected as the research objects,and eight groups of students were selected as the main research objects for follow-up analysis in each class.In the course of the research,research data was collected through questionnaire,test,interview,classroom observation,log reflection,and triangular validation method was used to analyze research problems.The first round was to build up the scaffolding training of new words and sentences by integrating with the writing materials in the textbooks.The second round was to clarify the writing point of view by integrating with the four language skills.The third round integrated all the topics of the textbooks and trained students' writing micro-skills.Combining collective assessment,self-assessment and peer assessment,the author helped students form a set of feasible writing strategies and explored a more effective interactive writing teaching mode in junior high school.The results showed that effective classroom interaction between teachers and students,students-to-students and person-to-text in junior high school English writing teaching can significantly improve students' writing interest and confidence.They are willing to participate in group pre-writing draft discussions and generate their own personal views.They appreciated other people's works,accumulated writing skills,developed writing strategies.Students' writing ability have been improved to varying degrees,and the final writing assessment results have improved significantly.Inaddition,the peer teachers who jointly participated in the action research have learned to carry out classroom observation with different themes,to think through observation,to act after reflection,to think immediately after action,to take effective feedback measures to solve problems in time.We also updated the concept of writing teaching with action research,improved classroom teaching effect and promoted teachers' professional development.