The Teaching Of Continuation Tasks In Senior High School From The Perspective Of Continuation Theory

As a basic skill necessary for English learners,English writing plays a vital role in English learning.However,the current situation of English writing in senior high schools is still not optimistic.Students are mainly faced with the separation of reading and writing,which seriously affects the teaching of teachers and the learning of students.About this issue,Professor Wang Chuming put forward a teaching method of continuation tasks,which provided a new idea for reading and writing.At present,the research of continuation tasks is mainly used in universities but less in high school.Based on the“continuation” theory,this thesis attempts to combine the problems in the writing process of high school students and the current situation of continuation tasks,and explores the impact of English writing level of senior high school students from the perspective of “continuation” theory,and analyzes the reasons why the continuation task affects the students’ writing level,so as to achieve the effective combination of English writing teaching and English writing level.The study takes 88 students from Class 1 and Class 2 of senior high school in Zhang Jiajie City as the research participants,and uses experimental method,questionnaire survey and interview to investigate the teaching of continuation tasks in high school.This research focuses on the following questions: 1.What are the effects of continuation tasks on the writing level of high school students? 2.How to improve students’ writing level through the method of“continuation tasks”? After reviewing relevant literature at home and abroad,according to the students’ learning situation and teachers’ teaching situation,combined with the writing requirements of the “General High School English Curriculum Standard”(2017),this research designed the teaching practice of continuation tasks,picked G2 class 1 as experimental class and selected G2 class 2 as control class,conducted a 16-weeks teaching practice,implemented the teaching process of continuation tasks,and tested its application effects.Research results show that,to a certain extent,continuation tasks have a positive impact on the English writing level of senior high school students,including: vocabulary,sentence structure,topic content,discourse coherence and so on.Continuation tasks can make students’ writing topics richer and more substantial;can make students’ writing more logical and coherent;can make students pay more attention to language and diction;and can improve students’ interests in writing.This study demonstrates the effect of continuation tasks,and also hopes to provide references for front-line teachers to carry out English teaching.