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本文是一篇高中英语教学论文，实验后，本研究得到以下启示：（1）教师运用产出导向法于实际教学时，应根据学生水平，设置相对应的目标。（2）教师运用产出导向法于写作教学时，应尽可能地给予学生鼓励，争取完成每一次的写作任务，进而逐步培养学生的写作自信。

Chapter One Introduction

1.1 Background of the Study

The English Curriculum Standard for General High School(2020 Edition)delineates theessential skills in the English subject,comprising language proficiency,cultural awareness,thinking quality,and learning ability.Among these,language proficiency entails the ability tocomprehend and convey meaning in social settings through listening,speaking,reading,andwriting.Consequently,all language skills are equally crucial for students’English learning,asthe Curriculum Standard specifies specific requirements for high school students’writingskills to enable them to express themselves in language that can tackle daily challenges.

Nonetheless,Chinese students often separate learning from application,solely focusingon attaining high scores in the college entrance examination,and prioritizing reading overwriting in their English learning process.To remedy this issue,Wen Qiufang and her team(2015,2016)devised the Production-oriented Approach(POA)to bridge the gap betweenlearning and using in Chinese students’English language acquisition.POA emphasizes theintegration of language teaching with its practical application in the classroom,enablinglearning and application to be a unified process that aims to accomplish output tasks.

1.2 Significance of the Study

To enhance the writing performance and perception of senior high school students inEnglish writing,this thesis incorporates the use of POA into their writing teaching.Moreover,it investigates the feasibility and efficacy of this approach,which leads to the followingspecific implications.

(1)Theoretical Significance

Throughout the more than ten years of the development of the POA,the teaching methodhas always insisted on testing the truth in practice.Through the active practice of Chinese andforeign scholars,it has been proved that the application of this method in college Englishteaching can achieve good teaching results,and students’output ability has been greatlyimproved.However,there are not many application studies on the POA in high school Englishteaching.Therefore,this thesis is an attempt to apply the POA to high school English writingteaching and conduct a teaching experiment with the aim of positively influencing students’writing performance and perception.At the same time,the thesis aims to test the positiveeffects of this method on high school students’English writing learning and to provide a casestudy for the POA at the practical level.

Over the course of more than a decade,the POA has been developed and refined throughrigorous practical testing.Chinese and foreign scholars have actively applied this method incollege-level English teaching,and have demonstrated its efficacy in achieving positivelearning outcomes and significant improvements in students’writing performance.Despitethis success,there has been a limited number of experimental studies on the application ofPOA in senior high school English writing instruction.Therefore,this thesis seeks to explorethe impact of POA on the writing performance and changes perception of high school students,through a carefully designed teaching experiment.

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