The Application Of SOLO Taxonomy Theory In Senior High School English Writing

English writing teaching is one of the most important parts in the teaching of the senior high schools,and it has received wide attention both from students and teachers.Meanwhile,there exists some problems worthy of our attentions.Firstly,the traditional teaching methods still dominates the English class teaching of senior high school.Secondly,the teaching and evaluating modes are still procedural,and even stereotyped.Finally,there is a lack of effective interactions between teachers and students.Different from the western teaching methodologies,the Chinese teachers pay too much attention to “quantity” rather than “quality” when it comes to assessment,and much importance are attached to knowledge learning and memorizing,rather than the real inner ability.Thus,it is difficult for the teachers to assess students' thinking level as well as their writing ability.The SOLO(Structure of the Observed Learning Outcome)Taxonomy theory is founded by the Australian psychologist Biggs and her colleagues Collis.It is known as a“qualitative” evaluation method characterized by grade level description.It pays attention to evaluating students' thinking pattern and thinking level,so as to promote the reading ability.As a result,the theory has attracted wide attention from many scholars.This thesis is the research on the application of the SOLO Taxonomy theory in English writing teaching in senior high school.Based on the following three questions,this thesis makes an in-depth investigation and analysis of the application of the SOLO Taxonomy theory in English writing teaching in senior high school,and tries to answer the following questions:1.In which aspects can the application of the SOLO Taxonomy in the English writing teaching in senior high schools change students' attitudes toward the writing?1.Based on the theory of SOLO Taxonomy,does the English language teaching model can help students to acquire the writing strategies?2.In which aspects can the application of the SOLO Taxonomy in the English writing teaching in senior high schools effectively improve students' writing ability?The thesis is based on the five-month experimental research.The objects of thisstudy are two ordinary parallel classes of the senior grade of YuCai senior high school in AnQing city.The population of experimental Class 6 is 48,and the population of the controlled Class 7 is 49.The research includes four steps: questionnaires,experiment,analysis and conclusion.Firstly,the writer uses the method of questionnaire and interviews to investigate the writing of students in two classes.Then,the writer conducts a semester of English teaching experiments,sets up experimental classes and controlled classes,and conducts pretest and post-test.With the aim of evaluating students' writing attitude,writing strategies and the writing ability properly and accurately,the thesis carries out experiments through teaching practice to confirm effectiveness of this theory.Finally,the results that we have got show: 1.The application of SOLO Taxonomy in English writing can change students' writing attitudes,which contain the emotion,the motivation and so on.2.The SOLO Taxonomy theory helps students to acquire the writing strategies.3.The application of SOLO Taxonomy in English writing can improve the abilities of students' English writing,which includes the students' thinking level and the comprehensive competences.