An Application Of Production-oriented Approach In The Stratified Teaching Of Senior High School English Writing

“Writing is a communicative ability to express and convey information,and one of the English teaching aims are to develop the ability of initial writing.”said the English Curriculum for Chinese Senior High School.However,in terms of the current situation of English writing teaching in China,most of the classes are unified,students' writing level is uneven,and their cognitive ability and thinking ability are also different.Many students lack interest in English writing.Teachers always pay attention to input rather than output in teaching,teachers' teaching methods are relatively single,and they rarely design different teaching objectives and tasks for different levels students.Therefore,this study tries to apply the POA to the stratified teaching of writing in class,taking Zones of Proximal Development,Mastery Learning Theory and Input-output Theory as the theoretical basis.According to the individual differences of students to carry out difference Teaching and set up different teaching objectives for students.Under the guidance of Motivating,Enabling and Assessing of POA,we design various teaching tasks which suitable for students at different levels.Students can increase their learning challenges on the basis of their original knowledge,and follow the principle of teaching students according to their aptitude.It can inspire students' enthusiasm for English learning and motive students' potential,and make students gain development.Under Intra-class Explicit teaching method,the author used survey methods,test methods,and interview methods to carry out teaching experiments of POA in high school English writing.The author mainly wants to study and solve three problems:Question 1: What is the current situation of English writing in high school students?Question 2: Under the guidance of POA,using High School English Stratified Writing method,can it improve students' English writing performance?Question 3: Using POA in the stratified teaching of senior high school English writing.Which level of students is more effective?In this study,125 people were randomly selected from 8 parallel classes in the first grade of Heihe No.5 Middle School.At the same time,the experimental subjects werestudents in Class8,Grade1 of Heihe No.5 Middle School.According to the pre-test writing scores and post-test scores,students are clearly divided into three levels: C level(basic level),B level(improvement level),and A level(development level).Under Stratified teaching method,the author used three process(Motivating,Enabling and Assessing)of POA gradually complete the teaching goals.By using SPSS analyze the data,I compared the changes of students' pre-test writing scores and post-test writing scores and analyzed the questionnaire.Experimental results show that:First,students lack enthusiastic and self-confidence about English writing.Their writing skills is poor.The teaching effect of English writing is not obvious,and the students' attitude is negative.Second,after the experiment,it was found that three levels of students' writing achievement improved obviously.The most obvious improvement is the C-level students,the B-level students' performance has improved significantly,and the A-level students have the least improvement.Third,using POA in Intra-class Explicit teaching,the students of different levels have positive changes in their writing attitudes and writing abilities.Students have affirmed the effect of this teaching experiment.Based on the above findings,it shows that POA can be effectively applied to the stratified teaching of English writing in senior high school,which can improve the writing interest of students at different levels,motivate students' English writing,and improve the writing performance of students at all levels.However,due to the small number of experimental samples,the influence of writing class hours in the experiment,and the lack of current experimental cases of combining POA and stratified teaching,this study also has shortcomings.The inspiration of using POA in high school English writing stratified teaching is that teachers as guides should improve the problem of emphasis on input and light output,pay attention to the individual differences of students,respect the zones of proximal development of students.Teachers help students who are different levels to make progress and finally master learning.