An Investigation On The Status Quo Of The Practice Of The View Of English Learning Activities In Senior High School Continuation Writing Task Teaching

Continuation writing task teaching is an effective way to promote the combination of input and output,which effectively improves the current situation of traditional English writing teaching.At present,with the wide application of the question type in the college entrance examination,teachers begin to pay more attention to the teaching of continuation writing,but there are some problems,such as teachers mainly focus on the acquisition of text information,and seldom think about the process from reading to writing.As a bridge connecting the curriculum objectives and contents,the view of English learning activities can effectively help teachers design English learning activities with comprehensive,relevant and practical characteristics,and promote the continuation writing task teaching.Therefore,understanding how senior high school English teachers perceive and implement the view of English learning activities in the continuation writing teaching has a great impact on improving teaching efficiency.This study investigates senior high school English teachers’ cognition of the view of English learning activities and its application in the continuation writing task,and analyze the influencing factors of the implementation of the view of English learning activities.This survey takes 60 English teachers from three senior high schools in Shenyang as the research subjects,and adopts the methods of questionnaire survey,classroom observation and interview.The research questions are as follows:1.What are senior high school English teachers’ understandings of the view of English learning activities in continuation writing task teaching?2.What is the status quo of senior high school English teachers implementing the view of English learning activities in continuation writing task teaching?3.What are the influencing factors for senior high school English teachers to implement the view of English learning activities in continuation writing task teaching?Through the analysis of the results of questionnaire,classroom observation and interview,the research found that: First,in terms of understanding,teachers do not pay enough attention to the objectives of thinking quality and cultural awareness,ignoring the cultivation of students’ language skills and learning strategies and the design of application and practice activities.Second,in terms of practical teaching,senior high school English teachers neglect to summarize and integrate the discourse information and value orientation,and seldom carry out activities to guide students to pay attention to the meaning and cultural phenomena behind the discourse.Third,the factors influencing senior high school teachers’ implementation of the view of English learning activities in continuation writing task teaching mainly come from school support,students’ knowledge level and learning attitude,teachers’ educational concept,professional ability,personal experience,and time allocation of activities.Based on the above research findings,it can be drawn that teachers should make full use of the educational resources provided by the school,renew their own educational ideas,improve their professional ability and quality,and accumulate teaching experience from continuation writing task teaching.At the same time,teachers should fully understand students’ knowledge level and learning attitude,and reasonably arrange teaching activities of continuation writing task,so as to promote the implementation of application and practice activities and transformation and innovation activities.