An Action Research On The Construction Of Eco-classroom Mode In English Writing Teaching From The Perspective Of POA In Senior High School

With the continuous progress and development of society,human beings are more and more aware of the importance of seeking development on the basis of ecological protection.Ecology of education provides a new perspective for education reform.At the same time,ecological classroom has also become one of the hot spots of education research.The pursuit of ecological classroom is "orderly,emotional,effective and interesting"."Democracy equality,natural harmony" is its characteristic.Professor Wen put forward Production--oriented Approach in 2014.The "learning-centered theory","learning-use integration theory" and "whole-person education theory" advocated by it coincide with the characteristics of it and the pursuit of the ecological classroom.As an indispensable part of English teaching,English writing embodies the core qualities of English subject: language ability and thinking quality,which plays an important role in converting language competence and knowledge into language application and thinking.However,there are many “non-ecological phenomena” in current senior high school English writing teaching: the single teaching method;low teaching efficiency;old teaching mode,and even the writing teaching is ignored.All of these finally lead to the result of “separation of learning and use”.On the basis of reflecting on the current situation and problems of English writing teaching in senior high school,this research hopes to solve the problems in senior high school writing teaching by constructing an ecological classroom model under the guidance of POA.In view of the existing research results,this paper conducted a 4-month actionresearch study on 100 students from two parallel classes of a high school in a city.During the 4-month action research,the author used questionnaire survey and classroom observation to study six high schools at different levels in a city during the first round of research.During the second and third round of research,different methods are used to construct the ecological classroom in the experimental class,while the traditional teaching model will be adopted in the control class.In the research process,the teaching experiment,test and interview were used to analyze and compare the collected data with SPSS 23.0 and coh-metrix 3.0 to study the following four questions:1 What are the major non-ecological phenomena which are currently present in English writing teaching in senior high school?2 Does the ecological classroom mode of English writing teaching have an effect on improving students' English writing ability in senior high school?3 Does the Production-oriented Approach have a facilitating effect on the construction of ecological English writing classroom in Senior high school?4 How is the ecological classroom mode constructed effectively in English writing instruction in senior high school under the guidance of Production-oriented Approach?The results show that: firstly,there are many non-ecological phenomena in the traditional English writing class in high school,such as: the old teaching model,the single method,low teaching efficiency;Secondly,the ecological classroom model can improve students' average scores in writing,but the improvement is limited invocabulary diversity,syntactic complexity,sentence pattern density and coherence.Thirdly,the construction of the ecological classroom model from the perspective of the Production-oriented approach can comprehensively improve students' writing ability,vocabulary diversity,syntactic complexity,sentence pattern density and coherence.Finally,the author constructs the ecological classroom model of writing teaching from five aspects: the establishment of teaching objectives,the selection of teaching content,the teaching process,the implementation of assessment and teaching environment Therefore,this study is not only an expansion for the existing research field of ecological classroom,but also is of great significance for the in-depth exploration of the theoretical system of "Production-oriented method".At the same time,during the research process,CiteSpace software was used to make knowledge map and summarize and analyze the literature to make the research hot-spots and disciplinary frontiers clear at a glance,visualizing the relationship between documents in the form of scientific knowledge map.We can not only sort out the research track in the past,but also have a general understanding of the research prospect in the future.SPSS 23.0 and Coh-Metrix 3.0 online corpus database were used to process students' written expressions and conduct two-way verification from both subjective and objective aspects,which enriched the research methods from the perspective of methodology.I hope all of these can enlighten the teachers and improve the teaching effect of English writing in high school.