| Since China’s reform and opening up,it has been in more frequent and closer contact with other countries.English,as a world language and a bridge of communication between countries,has become a very important communication tool.People get information about different countries and cultures through English.More and more people are aware of the importance of learning English.Since English accounts for 150 points in the College Entrance Examination,it is extremely important for Chinese high school students to learn English well.Among them,composition accounts for 25 points.Therefore,more and more attention is paid to English writing.However,due to the lack of attention paid to writing teaching and the limitation of using product-oriented teaching method,most of English teaching in senior high school only emphasizes reciting,and students can only apply certain sentence patterns.They are unable to express their inner thoughts.This reminds us to find more effective writing teaching methods to improve the teaching effect.This study introduces the traditional product-oriented approach and the emerging process-oriented approach.The product-oriented approach focuses on the result of writing,and the teaching process is considered as stimulus-response.The teacher gives the students a stimulus,and the students react,which is strengthened by practice and imitation.This teaching method is a one-way transmission,that is,teachers pass knowledge to students.It lacks of interaction and cooperation between teachers and students,students and students.Process-oriented approach focuses on the process of writing and considers that writing is a process in which conception,transformation and modification interact continuously.It emphasizes the role of classmates,which not only provides readers,but also modifies the composition.This method strengthens the communication and cooperation between teachers and students,students and students.Based on the above analysis of the two writing methods,the author puts forward a hypothesis: If the traditional product-oriented approach is combined with the emerging process-oriented approach,that is,the product-process writing teaching method,is itbetter to be applied to the writing teaching of high school English than to use the product-oriented approach only?In this study,a questionnaire survey and the analysis of the results of pre-test and post-test are conducted in class 26 and Class 28 of a senior high school in Hefei.The main research questions include: Compared with the product-oriented approach,1)Whether the product-process writing teaching method can improve students’ interest in writing? 2)Can the experimental class perform better in writing than the controlled class through the product-process writing method? 3)Is the product-process approach helpful to improve students’ comprehensive abilities of English language?SPSS16.0 is used to analyze the questionnaire results and the pre-test and post-test results are analyzed.The results show that: First,the product-process approach is helpful to improve students’ interest in writing.One of the activities before writing is brainstorming,in which students speak out their thoughts and listen to others’ ideas.At this time,students are in the dominant position in the class.Moreover,during the peer evaluation stage,students learn through teaching;This teaching method highlights the dominant position of students in writing class and helps to stimulate students’ interest in writing.Second,through the product-process approach,the experimental class performs better in writing than the control class.In the pre-writing stage,the teacher gives appropriate language input and provides students with a certain language support.Then,the teacher develops students’ thinking through brainstorming.In the writing stages of peer evaluation and revision,the students’ subjective initiative is fully mobilized.These activities make the experimental class perform better in writing than the control class.Third,the product-process approach is helpful to improve students’ comprehensive abilities of English language.The oral communication and discussion in class promote students’ listening and speaking ability.Teachers’ input in writing samples or reading articles promotes the reading ability.This study has theoretical and practical significance.On the theoretical level,this study proves that compared with the product-oriented approach,the product-process approach is more beneficial to improve the English writing level of senior high school students and enrich the teaching methods of English writing in senior high school.From the practical level,through the analysis of the product-process approach,theauthor puts forward three suggestions: First,in the English writing class,the teacher should actively mobilize students participate in class,stimulate students’ enthusiasm and subjective initiative of writing,and give students the chance to show themselves and express their thoughts freely.Second,the teacher should take the English level of the students into account,give some language input in the pre-writing stage;In the brainstorming stage,the teacher should pay attention to controlling the class to prevent the discussion unrelated to the writing topic or class in chaos.Third,teachers should attach importance to writing teaching,instead of just memorizing samples,and actively carry out the product-process approach to promote high school students’ English writing level. |
