| Continuation task is not only a new writing test type in the new National College Entrance Examination,but also a writing type that meets the requirement of the Core Competencies and six aspects of curriculum content raised in the 2017 Edition of English Curriculum Criteria for Regular High School,and the Assessment System of the National College Entrance Examination.The feature of continuation writing is its combination of reading and writing as well as its synergistic effect and learning promotion effect.However,as a new writing type,both students and teachers feel at a loss due to their unfamiliarity with the type itself,the evaluation standard and the effective way of teaching and learning.Against this background,the author decided on the study topic as applying Process Approach to replace the traditional Product Approach and Model Reciting Approach to improve the teaching of continuation writing,with her two-year teaching experience of Senior Three students using two types of teaching approaches,as well as her study of various literature.In order to better conduct the research,the author first studied the relevant literature and compared the differences between Process Approach and Product Approach.Then she performed a teaching experiment lasting for four months.She divided the experiment objects into experiment group,who received Process Approach,and controlled group,who received Product Approach and Model Reciting Approach.The experiment study followed the process of pre-test,experiment and post-test,and analyzed the distinction of changes in total score,and three aspects of content,language and coherence performed by each group.During the experiment,a total of nine teachings of continuation tasks were given to both groups with respective teaching methods.To better illustrate the detailed process,teaching basis and motif of Process Approach in continuation task teaching,the author presents one example consisting of three lessons.The whole process is divided into three stages,pre-writing,while-writing and post-writing,with emphasis on students’ repeated writing and modification,as well as interaction,cooperation,inspiration and evaluation of the teacher and peers.After analyzing the experiment data,the author finds that Process Approach does have a distinct promotion in continuation writing teaching of senior high school students,and the promotion is more apparent among average group,especially in aspects of content and coherence.Therefore,Process Approach is an effective teaching method in continuation task teaching in senior high school. |
