中学英语写作中的元认知策略(1)(3)
2015-11-21 01:03
导读：2.1 Problems of the process of middle schools’ English writing teaching There is a big shortage in middle schools’ English writing teaching. Without activating students’ motivations, the present
2.1 Problems of the process of middle schools’ English writing teaching
There is a big shortage in middle schools’ English writing teaching. Without activating students’ motivations, the present normal writing teaching is just simply pass knowledge to students through the teachers’ single side. Students are rather passive in learning English writing. For instance, although students can pass many examinations, they do not write correct simple sentences, which are understood clearly.
2.1.1 Problems of the process of teaching
Many teachers are excessively aiming at helping students to pass examinations. Seldom of them teach students writing skills and tactics. Students are just simple receivers to hear the given knowledge inflexibly and react mechanically in English writing. For example, in the case of middle school writing teaching, most teaching activities are the traditional types, such as copying the text, doing translation and filling in the blanks. They pay little attention to other features, such as layout, organization, clarity, coherence and cohesion. This old teaching method could not teach students to think over, monitor and evaluate their own writing activities at all. It mainly resulted from the traditional exam-oriented education and results-oriented teaching methods, which make teachers, pay most of their attention to the final exam products, neglecting the writing process. In my opinion, in middle school in our country, the writing course should be a separate and special course. Only in this way can English writing learning in middle school arouse our enough attention.
2.1.2 Problems of teachers’ teaching level and students’ attitude
There is an obvious contradiction between teachers’ real teaching levels and that of factual teaching demands. It also mainly resulted from the traditional exam-oriented education. For one thing, many college students who are majoring in English teaching have not received a series of systemically teaching courses when they are in the college. For another, the traditional exam-oriented education makes them teach their students mechanically, without enough innovations in their process of teaching. As a matter of fact, writing is a creative task that needs skills and tactics.
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Students do their writing tasks passively but rather than positively and actively. They write blindly because of lacking of self-awareness. Middle school students generally have a low level of motivation and little interest for writing. Because writing seems difficult and threatening, for most of them, the only motivation for composition is to pass exams or to fulfill the tasks assigned by their teachers. The most serious problem with middle school students is that most of them fail to have a good command of English writing.
2.2 Imbalance of previous researches
The previous researches that aim to solve those problems are unbalanced. Because of so many existing problems in English teaching and learning, various researches have appeared that were brought into English teaching with the purpose of solving the existing problems and improving students’ writing ability. Learning strategy was also involved in this research wave.
