An Action Research Of Reading-to-Write Teaching Model Based On CBI Theory In Senior High School English Writing Teaching

The reform of writing in the College Entrance Examination has made many teachers and students more and more aware of the close relationship between reading and writing and the importance of English writing.However,the common problem in senior high school English teaching is to teach reading and writing separately,and many senior high school students have a weak foundation of English writing,low interest in English writing and lack of use of writing strategies.CBI,content-based instruction,emphasizes that language teaching is based on the teaching of some subject matter,and selects the topics that students are interested in for teaching.Reading-to-write teaching model is mainly to build the connection between reading and writing for students,change the current situation of the separation of them and improve students’ comprehensive ability.The purpose of this study is to apply reading-to-write teaching model based on CBI theory to the English writing teaching in senior high school to explore the following three research questions:（1）What are the effects of reading-to-write teaching model based on CBI theory on students’ writing interest in senior high school?（2）What are the effects of reading-to-write teaching model based on CBI theory on students’ using of writing strategies in senior high school?（3）What are the effects of reading-to-write teaching model based on CBI theory on students’ writing proficiency in senior high school?The whole research process lasted for three months,including two rounds of action research.Identifying problems,making the action plan,implementing the action plan,reflections and evaluations are all parts of each round of action research.The researcher conducted the action research on 53 students in class three,grade one at a senior high school in Shenyang by means of questionnaire,test,classroom observation and interview.The researcher comes to the following conclusions after analyzing the data:reading-to-write teaching model based on CBI theory has positive effects on students’ English writing in senior high school.Firstly,this teaching method improves students’ interest in English writing.Secondly,students increase the use of writing strategies in English writing.Finally,the students’ overall writing proficiency has been significantly improved.