An Action Research On The Application Of Production-Oriented Approach To Chinese Writing Teaching In Secondary School In The UK

With the deepening communication between China and the UK,the depth and breadth of learners' use of Chinese has increased constantly.Their proficiency in Chinese,especially their written skills,has caused more attention.During the internship,the researcher found that a growing number of students from Didcot Girls' School in Oxfordshire have participated in GCSE Chinese test in recent years.However,their scores on writing were not ideal.It is a great challenge for teachers to improve students' writing ability.This is the reason why the researcher wants to improve the current situation of Year 10's Chinese writing.The production-oriented approach is a teaching theory with Chinese characteristics,which is put forward by Professor Wen Qiufang and her colleagues.This theory is a combination of Chinese and foreign language teaching theory.It aims to reverse the negative tendencies in foreign language teaching.The thesis attempts to introduce the production-oriented approach into GCSE Chinese writing teaching,which aims to help students improve their scores and then cultivate their writing ability.Based on the production-oriented approach,an action research was conducted with an attempt to explore the following questions:(1)What are the effects of production-oriented approach on students' participation in class?(2)What are the effects of production-oriented approach on students' sense of gain?(3)What are the effects of production-oriented approach on students' Chinese writing ability?This research adopts action research as the research method to confirm the applicability and practicability of the teaching method by designing,implementing and analyzing the teaching process.In multiple rounds of action,the above three processes of teaching were improved and optimized.Then verification and confirmation of the outstanding issues were performed based on the conclusions.The subjects in this thesis were students from two Year 10 parallel classes in Didcot Girls' School in Oxford.They were divided into an experimental group and a control group to take a 12-week action study and looking forward to confirming the effects of POA in Chinese writing teaching by comparing the result of the experimental classes with parallel classes and the multiple rounds of experimental classes.In order to understand the current situation of students' writing facts better,before the action research,the author conducted a preliminary survey on Chinese writing teaching in the secondary school.The current teaching process showed the poor learning effect,participation and motivation of students.Then the researcher formulated an action plan based on those findings and using two rounds of action to test the application of POA.The main purpose of the first-round action was to determine the applicability and practicability of POA by comparing the performance of the experimental group with the control group,composition analysis,classroom observations and interview results.The second-round action would be targeted at improving the design to solve the problems occurred in the first-round action.By comparing the results of the experimental group in two rounds,the researcher could find out the areas where teaching practice can be improved,then to verify the good effect of POA in the Chinese writing teaching.In the first-round action,the teaching method of "motivating-enabling-assessing" was used for writing teaching according to the theory of POA,and the results were summarized and reflected in combination with test results,classroom observations and interviews.Then the results showed that students' learning effect,participation and motivation were improved.In the second-round action,the researcher improved the design in accordance with the problems occurred in the first-round action and made it more targeted in the implementation and evaluation section,then used the instruments to summarize the results.The results of the second-round action showed that after the revision,POA could solve the problems happened in the first-round action to a certain extent,and the improvement of the teaching effect was still obvious.However,there was still some room for further improvement.Therefore,the production-oriented approach has a positive effect on improving the Chinese writing ability of British secondary school students.