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Chapter 1 Introduction

1.1 Background of the Study
According to the New English Curriculum Standards, “A perfect standard ofEnglish writing does not means you can combine the words into sentences or write awhole passage but mean you can create your own things without so many errors. Aperson’s writing ability can reflect one’s knowledge and skills”. Therefore, writingshould be emphasized in the four skills (listening, speaking, reading and writing).However, the biggest reality is that English writing is often ignored in teachingclass. English syllabus emphasises that educator should improve students’ ability oflistening, speaking, reading and writing. Both secondary school and college Englishsyllabus require that students should have a variety of skills based on acomprehensive training, but in reality, generally speaking, students do not have agood knowledge of writing and they do not reach the goal of English syllabus. Thereexist many obvious problems in senior school students’writing. First of all, the abilityof using vocabulary, phrase, and sentence should be enhanced. Most students prefer tolearn language point rather than get the information of the language. Therefore,although they are familiar with some words such as Predicate verbs, they do not knowhow to use them correctly. The result is that there exist many vocabularies and phasesin their mind but they can’t extract them from their brain as soon as quickly. Secondly,students can just use simple sentences and seldom use compound sentences such asattributive clause or appositive clause. Thirdly, paragraph and sentence often lack oflogic. Cohesion and coherence are often forgotten in their composition. Finally,writing a creative article is so difficult for a senior student because their ideas cannotbe opened up. Due to the heavy stress of teaching, many English teachers just showstudents some fantastic essays in writing class and then direct they memorize themmechanically. Therefore, on the one hand, students’ imagination cannot be motivated.On the other hand, students are easily to lose their interest to English writing.
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1.2 Significance of the Study
At present, many domestic and foreign scholars have done a lot for theresearch of ecology in Education, but seeing from the micro level, there is lessresearch on classroom especially in basic education. Based on the theory of ecology,this thesis establishes the fact that how the Eco-classroom is applied in Englishwriting teaching in senior high school, and some steps related to Eco-classroom wereused in this thesis. Also, this thesis created a mode which can fit for students inwriting class. Meanwhile, this thesis adopted “New National English CurriculumStandard” (NNECS) into Eco-classroom. With studying the problems of Englishwriting in senior high school, this thesis will lay a solid foundation of the furtherecological classroom research.At the beginning, many problems and some suggestions for the ineffectiveness ofwriting class are listed in this thesis. Then the author analyzes the data and gets somediscoveries, which are of great significance in some aspects: teachers, students and soon.To teachers, teaching efficiency will be enhanced. The quality of classroom isclosely related to the quality of teaching, which indicates that improving the quality ofclassroom teaching is equal to the efficiency of the classroom. There should be ateaching method, where teachers can teach