An Action Research On Teaching English Writing In Junior High School From The Perspective Of Activity-Based Approach To English Learning

The promulgation of the English Curriculum Standards for Compulsory Education(2022 edition)(hereinafter referred to as the New Curriculum Standards for Compulsory Education)has attracted great attention from educators,especially English teachers in junior high schools.The New Curriculum Standard for Compulsory Education emphasizes that in the curriculum implementation,the organization and implementation of teaching should be based on an activity-based approach to English learning.The curriculum concept of“practicing the combination of learning and thinking and innovation-based English learning activities” explains how teachers should “teach” and how students should “learn”.Based on Bloom’s cognitive objective classification theory and input hypothesis theory,the author discusses how to teach English writing in junior high school from the perspective of an activity-based approach to English learning adopting action research,and the specific research questions are: 1.How should we carry out English writing teaching in junior high school from the perspective of an activity-based approach to English learning? 2.What is the influence of the English writing teaching in junior high school from the perspective of an activity-based approach to English learning on the English writing attitude and writing habits of junior high school students? 3.What is the role of English writing teaching in junior high school from the perspective of an activity-based approach to English learning in improving the English writing performance ?This study selected a class of 40 students in a junior high school in Guangdong province as the research subjects.The author used the questionnaire,test and interview to collect data,as well as the SPSS to analyze the students’ English writing attitude,English writing habits and English writing performance before and after the action research.The conclusions obtained in this study are as follows.First,teaching English writing from the perspective of an activity-based approach to English learning can improve the teaching effect of English writing.Second,students’ English writing habits and attitudes have been significantly improved.Compared with the pretest,the number of students who have good writing attitudes and habits increased greatly.Third,students’ English writing performance has been improved significantly.To some extent,this research can supplement and enrich the action research of English writing teaching in the junior high school from the perspective of an activity-based approach.It can also encourage teachers to implement the activity-based approach to English learning and improve students’ attitude and habits of English writing so as to improve students’ English writing performance.