A Study on Instructional Design of English Writing in High School under the Background of English Subject Key Competencies

包曉敏

Abstract： The 21st century is an era of information and diversification. The development of the times puts forward new and specific requirements for the development of students comprehensive quality， so “key competences” has become one of the hotspots of global education research. This paper briefly introduces the key competences of English subject put forward in the English Curriculum Standard of Senior High School （2017 Edition）. English subject key competences are of great guiding significance to the development of English teaching in high schools in China.

Key words： key competences; high school; instructional design

1.0 INTRODUCTION

The English Curriculum Standard for Senior High School （2017 Edition）， officially published by the Ministry of Education in 2017， points out that the key competences of the subject is the concentrated embodiment of the educational value of the subject. The key competences of the English subject mainly include four aspects： language ability， cultural consciousness， thinking quality and learning ability to guide the future English education and teaching. Different from the early “quality education”， “key competences” pay more attention to the cultivation of senior high school students world outlook， outlook on life and values. Therefore， English educators need to change their thought， take the cultivation of students key competences as the breakthrough point of high school English teaching， and on the basis of students knowledge acquisition， let them have the necessary skills and characters for individual development， so as to promote the effective development of English teaching.

2.0 Suggestions on Instructional design of English Writing

Firstly， teachers should adhere to the people-oriented teaching method， according to the characteristics of students to carry out teaching. Besides， teachers can adopt an open classroom so that students can participate in teachers classroom teaching. Through guidance， group discussion， brainstorming and other forms， teachers can enable every student to acquire knowledge in class， inspire students language thinking in an all-round way， and create a good English environment. The process teaching method is a common teaching method in English writing teaching. In the teaching process， teachers can change this method， not only pay attention to the guidance teaching in the writing process， but also put forward different goals and requirements according to the abilities of different students.

Secondly， in the process of teaching， teachers can use English communicative competence to promote students writing ability. Through the creation of situations， so that students have an understanding of the theme of writing， and then actively communicate. First， the teacher ask questions in class， then， the teacher let students solve problems in time through group cooperative learning and inquiry learning， reflect and summarize after class， and finally form learning results.

Thirdly， great reading accumulation is the basis of students writing ability. In the process of teaching， teachers should actively expand students knowledge and promote students writing ability with reading. In the process of reading different reading materials， students can learn some writing skills， such as narrative essays can make students deeply understand temporal problems， and popular science articles are to make students understand the good application of clauses. For example， writing can be promoted by reading the original English books. Teachers can let students read some interesting or classical original storybooks in their spare time， which can not only gradually cultivate students cultural awareness and English thinking， but also help them accumulate rich vocabulary and sentence patterns. After class， students need to complete the post-reading writing tasks including writing the summary of the story， analyzing expansion and writing style of the story， as well as writing topic discussion passages， teachers can gradually cultivate students writing ability. In addition， teachers can also ask each student to prepare a small book to collect high-frequency words and sentences， and apply them to writing tasks， and effectively develop students language learning ability through habits. At the same time， it is also an effective way to select suitable， real-time English newspapers and magazines to encourage students to read regularly to promote writing， which can supplement the vocabulary related to current events and hot spots in time.

3.0 CONCLUSION

Under the background of key competences， teachers should combine teaching practice， infiltrate cultural background knowledge， improve students thinking ability and learning ability， promote the development of students language ability， and cultivate students English key competences. The key competences are what teachers need to guide actively. How to establish an efficient English writing classroom teaching with students interest as the core and key competences as the guide is an important task for all senior high school English teachers. High school English teachers should actively find innovative teaching models and train students comprehensive language ability based on students key competences. In addition， the number of cases of writing instructional design for high school English teachers is relatively small， and the problems found are not comprehensive enough. In the future， it is needed to analyze the instructional design cases of English writing in combination with teaching practice， so as to analyze and solve the problems more comprehensively.

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