An Action Research On The Application Of Peer Editing In Senior High School English-writing Teaching

Developing students' English writing ability is one of the important tasks in high school English teaching.However,according to the author's classroom observation and investigation of the students' writing teaching in this class and other English teachers,it is found that the currently used traditional single mode of “student writes and teacher corrects” hinders the realization of writing learning effect to some extent.Specifically,it is manifested in the following questions: First,the students are not active in English writing,and their writing interests are not high,and they have fears.Second,the students lack writing strategies and skills,and their writing skills and writing performance are not ideal.Third,as for the feedback given by the teacher,the students pay more attention to the scores rather than the specific feedback,so that their writing is difficult to improve.In view of the above problems,the action research is based on the confusion encountered in the author's actual teaching,attempting to apply peer editing into the English writing class in order to change the discouraging situation.Peers cooperate and communicate with each other in order to gain and improve their writing ability.The action research is carried out in accordance with the model of“plan-action-observation-reflection”.Participants include the teacher(the author),students,and other teachers at the school.The main participants are 50 students from a class in the first grade of a none-key high school in Ganzhou City,including 24 boys and 26 girls,with an average age of 16.5.A three-month writing teaching action research is conducted with the main steps and teaching strategies including: training,grouping,questionnaires,interviews,case tracking,pre-testing and post-testing.In the process of implementing the plan,the author constantly observes,summarizes,reflects and collects and analyzes data from various aspects,and draws the following conclusions:First,with the use of peer editing method of teaching of English writing in the high school,most students' attitude towards English writing has been changed;their confidence and interest in writing has been increased,and no fear has been found intheir emotion.Second,through peer editing activities,most students become more willing to appreciate others' works and accumulate writing strategies and techniques.Third,the ability of students has been improved.As students improve their English writing skills,their observational skills and critical thinking have also been improved.Accordingly,their writing performance has also been improved.In addition,as the researcher,the author has learned how to conduct classroom observation and duly take effective feedback measures to solve the problems encountered in teaching and record them in teaching logs in order to improve the teaching.And as a result,the teacher's professional development has been promoted.