An Empirical Study On The English Writing Teaching Based On POA In Senior High School

The Senior High School English Curriculum Standards（2017 Edition）clearly states that “writing is the communicative ability to express and convey information,and the cultivation of students writing skill is one of the objective of English teaching”.As a way of output,English writing teaching puts more emphasis on students’ independent input and output.In the current state of English education,students lack of passion for writing and a low writing level.Due to the current state of English writing education,professor Wen Qiufang proposes a new teaching approach,production-oriented approach,which is called POA.The paper takes a senior high school in Hefei as the research site.The research subjects of this experiment are students in class（10）and class（11）of Grade 1.Class（11）serves as the experimental class,and class（10）is the control class.Three months were spent on the experiment,and the English writing teaching of experimental class adopted POA,while the control class adopted the process teaching method.In this empirical study,the acquired data was compared and analyzed by using the SPSS23.0 software,mainly studying the following questions:（1）Can the application of the POA improve students’ English writing performance?（2）Can the application of the POA improve students’ English writing drive in terms of cognitive drive,affiliated drive and ego-enhancement drive?（3）What impact does the application of the POA have on students’ writing ability in terms of language,content and structure?The research shows that the use of production-oriented approach can improve students’ writing performance;it can also improve students’ writing drive,especially the cognitive drive;the application of POA has a positive impact on the language,content,and structure of students’ writing ability,which has the biggest impact on“language”,followed by “content” and “structure”.In order to implement POA more effectively,the author puts forward some suggestions on improving English writing teaching for high school students.First of all,in the motivating link,a real teaching situation should be set up to optimize the motivating teaching link.Second,in the enabling process,the enabling design should be fully considered.Multiple enabling activities are not the same as a simple superposition of several activities.Third,in the assessing link,we must adhere to the instructional objectives in order to achieve “assessment” and “learning”.