过程写作视角下高中英语写作课堂分层教学的实践

A Case Study on Applying Stratified Teaching to Senior High English Writing Class from the Perspective of Process Writing

在过程写作视角下,笔者通过设计不同层次的写作目标,对不同层次的学生区别施教,并采用不同的评价标准来满足不同层次、不同基础学生的写作要求。实证研究结果表明,过程写作视角下的高中写作课堂分层教学,能够真正关注到每位学生的写作过程。通过分层教学,能够对不同写作水平的学生进行不同的写作指导;通过分层评价,能够激发学生的写作兴趣,提升写作信心,帮助他们突破写作障碍,挖掘内在潜能,在原有的基础上有所提高。

In this study, the authors design specific writing aims for students of different writing levels, and adopt different evaluating items to meet students' special needs in the perspective of process writing. The result shows that applying stratified teaching to senior high English writing class in the perspective of process writing encourages teachers to pay close attention to each student's writing. Stratified teaching enables teachers to offer special guidance to meet different needs, while grading evaluation enables to arouse students' writing interest and build up their writing confidence to a large extent, which eventually helps them break the writing limit and get improved from where they were.