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根据问卷调查的结果和研究前的课堂观察，笔者发现目前高中英语写作教学中存在着大量的非生态现象。在当前的师范教学中，存在着学生背诵范文而不学写作的尴尬局面。教师没有系统的写作教学，而学生的学习也停止了机械地照搬语言。教师的写作教学更倾向于应试教育，应试教育。所谓写作教学，实际上是对功能句和范文的引用。而学生对英语写作没有兴趣，主要目的是在考试中取得高分。大多数学生每次考试只完成一篇文章。评价写作最常用的方法是对学生的写作进行评价等级。这个情况显然与英语写作的重要性不符。为了改变这些非生态化的现象，笔者尝试以不同的方式构建写作的生态课堂模式，并对其进行检验。

Chapter I Introduction

1.1 Research background

Nowadays, “Ecology” has become one of the most popular vocabulary references and produceda series of new research fields in the past years. Because people are facing tight resource constraints,serious environmental pollution, and severe ecological degradation. In this context, all kinds ofstudies on the ecological classroom and ecological teaching modes are in the ascendant, leading to acrucially important guiding significance for China’s English curriculum teaching reform and practicein senior high schools. As we all know, English writing is a reflection of the two key competences inEnglish, which are language ability and think quality, playing an important role in convertinglanguage competence and knowledge into language performance and thinking.

As for senior high school students, it is essential for them to enhance their ability of Englishlanguage application. However, compared with the requirement of the College Entrance Examinationand New English Curriculum Standard, the actual situation isn't satisfying. English writing teachingis still a relatively weak point in the actual teaching process. There exists a distinct gap. There aremany “ecological imbalance phenomena” existing in English writing instruction. It is obvious thatthe traditional writing teaching approach can't help to develop students' writing competenceeffectively. It is essential to explore a more effective English writing teaching model so as to satisfythe demands of the present situation. Therefore, how to effectively teach writing is an important andpractical problem the teachers and the researchers are confronted with.

This study is intended to explore a better way to construct the ecological writing classroom insenior high school under the guidance of the Production-oriented Approach theory system than everbefore.

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1.2 Research purposes

This action research involved three rounds. In the first round, four hundred students from 6different schools in XX city participate in the research. The author learned the non-ecologicalphenomena in the English writing teaching of senior high schools by means of questionnaire surveyand classroom observation. In the second and third round, 100 students from two different classeswith the same English level participate in the research. The author used different methods toconstruct the ecological classroom model, and then used the pretest and post-test to verify the effectof the construction. In the process of data analysis, two sets of methods are used to validate andsupplement each other with the help of SPSS 23.0 and Coh-Metrix 3.0.

The main purposes of this study on the ecological classroom mode can be generalized into thefollowing four aspects:

Firstly, present modes of English writing instruction have been seriously criticized for variousnon-ecological phenomena in the process of classroom teaching practices. The author adopts aquestionnaire survey to collect data for further analysis and discussion in order to 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。