A Study On The Application Of Production-oriented Approach In The Statified Teaching Of Senior High School English Wrting

English writing is an output skill that high school students should use proficiently.Meanwhile it is also a means of communication.The National English Curriculum Standards for General High School in 2022 shows that writing is viewed as an important part of improving students’ pragmatic ability.However,the cultivation of students’ writing skills are often overlooked and the teachers treat the test as a "baton" for writing teaching,resulting in students’ writing ability stagnating.In addition,at present,the high school stage mostly adopts the form of group teaching,which is difficult to take care of all students,causing students’ uneven English writing level and low efficiency of writing teaching.In view of this phenomenon,a large number of empirical studies have been done by the scholars at home and abroad and corresponding results have been achieved.Especially,the Production-Oriented Approach raised by professor Wen Qiufang has received widespread attention and this method has achieved good teaching results in English teaching practice.Besides,The stratified teaching model can help teachers teach according to the traits of students at different extents to improve teaching efficiency.Therefore,the study plans to apply the Production-Oriented Approach in the stratified teaching practice of high school English writing,aiming to improve students’ English writing competence.This study selected 60 freshmen from a high school in Harbin as the research object,supported by the theory of input and output and the zone of proximal development,using questionnaires,tests,classroom observation and interview method to carry on the research around the following three important questions: First,How is the status quo of senior high school English writing teaching? Second,how to apply the Production-Oriented Approach in the stratified teaching of high school English writing? Third,does the application of Production-Oriented Approach in stratified teaching of high school English writing effectually promote the writing level of students at all levels? If so,in what ways does this approach improve students’ English writing?During the study,the author first conducted a questionnaire survey on60 research subjects to understand the current status of high school English writing teaching,and at the same time,the author explicitly stratified 60 students according to the English composition scores measured before the experiment and the national college entrance examination composition scoring standards,and divided them into three levels according to the ratio of 1:3:2: A-class students,B-class students and C-class students.In the process of teaching experiments,the author designed teaching objectives suitable for students at different levels,and carried out targeted writing teaching for students at three levels according to the teaching process of production-oriented approach,and at the same time used classroom observation scale to record students’ performance in writing classroom.After the experiment,the author collected the English writing scores of the students’ post-experiment tests,and used SPSS software to compare the before and after test results.In addition,3 students from each level of the study subjects were randomly selected for interviews.According to the statistics and analysis of the results,the following conclusions can be summarized: English writing holds attractions for students at the current stage,but the maintenance of this interest is mainly due to external factors.In addition,students have a variety of problems with writing content,language,and structure,but most of students are expect some new form of teaching English writing and willing to accept changes.Secondly,this study designs the specific aspects of the Production-Oriented Approach in stratified teaching of English writing and sets diverse teaching aims and tasks for all students and attempts to help students use the Production-Oriented Approach in a targeted manner.Finally,through the comparison of pre-test and post-test results and interviews,it can be seen that the application of Production-Oriented Approach in stratified teaching of high school English writing can effectually promote the writing competence of students at all levels,and there are different degrees of improvement in writing content,language and structure.