An Action Research On Project-based English Writing Teaching In Junior High School

English writing,as an important output skill,is the most direct reflection of English level and plays a pivotal role in English learning.As a link between primary school English writing and high school English writing,junior high school English writing plays an important role in connecting the past and the future.However,there are some problems in junior high school English writing,such as lack of interest and motivation,difficulty in improving writing level and ability.In recent years,more and more domestic scholars begin to pay a attention to a new teaching model project-based learning.Project-based learning creates real communicative situations,and students complete tasks in the form of cooperative inquiry.Students acquire and produce English language knowledge through independent learning and cooperative inquiry.On the basis of combing domestic and foreign research on project-based learning,this study organically combines project-based learning with junior high school English writing teaching.This study takes two classes of students in the third grade of middle school as research objects,and adopts research methods such as the questionnaire method and the interview method.This study applies project-based learning to junior high school English writing class to conduct two rounds of action research.This study aims to answer the following three questions:1.Whether project-based learning can enhance junior high school students’ interest and motivation in English writing?2.Can project-based learning improve junior high school students’ English writing level?3.How to better apply project-based learning in junior high school English writing teaching?The whole research process is divided into three stages.In the preliminary preparation stage,the author learns about the current situation of English writing of Grade three students through questionnaires and interviews,and conducts pre-writing tests for students.The author and students are prepared for the implementation of project-based English writing teaching.In the reflection and summary stage,the author uses questionnaires and interviews to understand the changes of students’ interest,motivation and writing level in English writing,and conducts post-test on students’ writing.Finally,the author collates and analyzes the data,and summarizes the whole process of the action research.The study finds that this model can enhance the interest and motivation of junior high school students in English writing and improve students’ English writing level.After students accept this teaching model,they are more motivated and confident in English writing and their English writing performance has increased slightly.They can use richer vocabulary,phrases and grammatical structures than before.The logic and coherence of composition have improved and the content also has become more substantial.On the basis of this study,the author believes that teachers should pay more attention to and help students with weak English foundation.Teachers also should strictly control the time of each link and manage the classroom order in the process of using project-based English writing teaching,and perfect the teaching mode to be more suitable for students’ learning and teaching through continuous exploration and improvement.