A Research On Senior School Students’ Thinking Structure In English Writing From The Perspective Of SOLO Taxonomy

The overall goal of the general high school English curriculum standard is to cultivate students’ core literacy,and writing is one of the specific manifestations of comprehensive language ability,which is conducive to cultivating students’ logical thinking ability.Because of the simple and procedural evaluation methods used in traditional writing evaluation,the evaluation information provided for writing teaching is limited,which is not conducive to judging students’ thinking structure,resulting in the lack of pertinence in English writing teaching.The SOLO(Structure of the Observed Learning Outcome)taxonomy,as a "qualitative" evaluation method characterized by grade description,can determine students current stage based on the thinking structure displayed by students’ writing.The SOLO taxonomy makes the evaluation of writing go deep into the qualitative,which makes it possible to understand students’ English writing thinking structure,and provides strategic guidance for teachers’ writing teaching.Therefore,this survey is based on the SOLO taxonomy,and aims to answer the following questions:(1)Based on the SOLO taxonomy,what is the status quo of senior high school students’ English writing thinking structure?(2)What are the factors that affect students’ English writing thinking structure?This research mainly adopts case study and interview as the research methods and takes the teachers and students of Nanning No.33 Middle School as the survey subjects.It collects110 students’ monthly-test English writings and four-school-joint-test English writings as research samples,and analyzes the thinking structure of senior high school students’ English writing based on the writing samples and the SOLO taxonomy English writing scale.Then,combining the interviews with students and teachers,this research analyzes the factors that affect the students’ writing thinking structure,and proposes teaching strategies for the influencing factors.The survey results show that in the two English writing tests,the number of students in multistructural is the most,and its share far exceeds other writing thinking structure,and fewer students are at prestructural and extended abstract of thinking structure.More students’ writing thinking structure is located at the unistructural and the relational.In general,the overall change trend of the English writing thinking structure of the Grade Two students of the school shows a reversed U shape curve.Generally speaking,the students’ English writing thinking structure level is not high.Through interviews with students,it is found that the main factors affecting students’ writing thinking structure are writing motivation,writing habits,writing skills and strategies.Through interviews with teachers,it is found that the main factors affecting students’ English writing thinking structure are writing teaching philosophy and class time arrangement.Based on the research findings,the author puts forward some suggestions for the current situation of senior high school students’ low thinking structure in English writing: 1.Activate students’ writing motivation.2.Improve students’ writing practice frequency and help them get into the good habits of writing.3.Train students’ writing strategies and skills.4.Improve teachers’ writing teaching philosophy and arrange teaching time reasonably.Finally,this thesis points out the deficiencies of the research and suggestions for future research.