中學(xué)英語寫作模塊化教學(xué)研究OntheModularizingTeachingofEnglishWritingAbstract:Englishwritingistheembodimentofstudents'comprehensiveabilityinEnglish.ItisoneofthemostimportanttasksinEnglishteachingtocultivatestudents'writingability.However,writingisstillaweaklinkinEnglishteaching.ThemainreasonisthatteachersarenotclearabouttheteachingconceptofEnglishwritingandlackofpertinenceandeffectivenessintheteachingmethodsandmeansofEnglishwriting.Withthedeepeningofthenewcurriculumreform,theteachingofEnglishwritinginmiddleschoolsisbecomingmoreandmoreimportant.Therefore,howtoeffectivelyimprovetheteachingmethodsofEnglishwritingandimprovestudents'EnglishwritingabilityisanimportanttopicformiddleschoolEnglishteacherstoexplore.Basedontheanalysisofthecurrentmodularizingteachingmethodofmiddleschoolstudents'Englishwriting,thispaperputsforwardthemethodsandeffectsofstrengtheningthemodularizingteachinginEnglishwritinglearning.Keywords:Englishwritingteaching;modularizingteachingmethod;seniorEnglish;Contents1.Introduction1.1BackgroundofResearch1.2PurposeofResearch2.Definition2.1DefinitionofEnglishWriting2.2DefinitionofModularizingTeachingMethod2.3RequirementsofGeneralEnglishCurriculumStandardsforCommonSeniorHighSchoolStudentsforEnglishWritingAbility3.CharacteristicsofSeniorHighSchoolStudents’EnglishWriting3.1GeneralTechniquesandMethods3.2ProblemsintheEnglishWriting3.3Solution4.ModularizingTeachingMethodintheEnglishWriting4.1MastertheMostBasicVocabulary4.2StrengthentheTrainingofVariousSentences4.3Fixedwritingpattern5.TheImpactofModularizingTeachingonSeniorEnglishWriting5.1StimulateInterestinLearning5.2ConducivetotheImplementationofTeachinginAccordancewithOne'sAptitude5.3ReducingtheBurdenofTeachers'Teaching5.4ConvenientforStudentstoStudyIndependently6.HowtoImproveStudents'EnglishWritingAbilitybyUsingModularizingTeachingMethod7.ContrastiveStudyoftheCharacteristicsofEnglishandChineseWriting8.ConclusionAcknowledgementsBibliographyATHESISFORTHEDEGREEOFBACHELORPAGE13IntroductionWeallknowthatwritingcanbestreflectcomprehensiveabilityofstudents,becausewritingabilityincludesstudents'cognitiveability,memoryability,languagelearningabilityandsoon.InEnglishteaching,teachersshouldtrainstudents’abilityfromallkindsofaspects.However,asforseniorhighschoolstudents,theyalreadyhavebeenlearningbasicEnglishforalmosttenyears,andhaveformedasetofhabitstothinkandlearninEnglishlearn.Ofcourse,therearealwayssomeshortcomingsinwriting,whichneedstheattentionfromEnglishteachers.BackgroundofResearchAsacompulsorycourseinbasiceducation,Englishplaysanimportantroleinbasiceducation.Withthedevelopmentofsociety,theeducationalpolicyofourcountryisalsoconstantlybeingcompleted.Thespecificrequirementsareputforwardforbothteacherandstudent.OneofthemostimportantpartsofEnglishlearningisthestudyofEnglishwriting.WritingwillinevitablybecomethefocusofEnglishteachers.EnglishCurriculumStandardsforSeniorHighSchools(NewCurriculumStandards)whichispublishedin2003hasputforwardspecificrequirements.TherequirementsarespecificalllyfortheEnglishwritingteachingmethods.Unfortunately,thecurrentsituationofEnglishwritingcannotmeetthisnewrequirements.Moreover,theproportionofEnglishwritinginteachingisincreasing.Therefore,teachersshouldpaymoreattentiontoEnglishwritingwhenteachingEnglish.PurposeofResearchItisdifferentfromjuniorhighschoolthatNewCurriculumStandardsclearlypointsouttheimportanceofEnglishteachingandsettingofteachingaimsinseniorhighschool.ThemainpurposeofEnglishduringseniorhighschoolistotrainstudents'comprehensiveabilityinEnglish,andEnglishwritingabilityisthemostimportantelementsofthecultivationofcomprehensiveabilityinEnglish.NewCurriculumStandardsrequireshighschoolstudentstoexpressfacts,opinions,emotionsandimaginationsinEnglish,andmakefulluseofEnglishknowledgeforinterpersonalcommunicationandinformationtransmission.Thisshouldstartwithcultivatingstudents'interestinEnglishlearning,standardizedwritinghabitsandbasicknowledgeofEnglishwriting,soastopromotehighschoolstudents'Englishwritingandcultivatestudents'secondlanguagespeaking.However,theauthorfindsthatthepresentEnglishwritingteachinginourcountrymostlyusesthetranditionalteachingmethods,whichpaystoomuchattentiontothe"teacher-centered"teachingmodeandlackstheunderstandingofthemoderneducationalconceptof"student-centered"education.ItcausedlotsofproblemsinseniorEnglishteachingbecauseofthewrongteachingmethodsandinadequateunderstandingofteaching.StudentshavelessaccumulationofEnglishvocabularyandgrammar,andpoorabilitytoapplythem,whichleadstomanyproblemsinstudents'Englishwriting.Furthermore,asweallknow,itisthoughtthattheconnotationofcollegeentranceexaminationcompositiontopichasthetrendthatithasbeenalotofexpansion.Englishwritingcannolongerbemuddledthroughby"Chinglish"patchworkwriting.Moreover,itisbelievedthatthereexistsalittlepromotionintermsofteachingEnglishwriting.Therefore,basedontheadvancedteachingtheoryknowledgeandexperience,itisofgreatsignificancetostudytheteachingofEnglishwritingandexploreanefficientteachingmodeofEnglishwriting.2.DefinitionInordertoimprovestudents'Englishwritingability,wemustfirstrecognizetheessenceofEnglishwriting,soastobetterunderstandandskillfullyusetheconnotationandmethodsofEnglishwriting.Writingisnothingmorethanpouringoutwhatyouthinkinyourheart.Also,writingissynonymouswithpractice.Accordingtodistinguishedprofessors,theybearvariousviewsintermsofdefiningtheconceptofwriting.2.1DefinitionofEnglishWritingAccordingtoChenZidian(2004),"Writingisakindofpracticalactivityofcreatingarticles",and"Writingincludeselementsoflaborsubject(author),object,tool(language),modeofproduction(creation),product(article)andproductcirculation(reader)”.Whenitcomestowriting,itisanactivitythatmenandwomenareabletoconveytheirdistinguishedideasandthoughtsinternsoflanguagesinoedertorealizesuccessfulprocessofinteractionbymeansofcbjectivematerials.Moreover,itbearssignificantmethodformenandwomentoregulatenotonlypsychologicalbutalsophysicalproductionsothattheycouldcomprehendtheworldaroundthem.WhenSunQiang(2005)studiedEnglishwriting,hementionedfourmeanings.HepointedoutthatEnglishwritingisaformof"reflectinglifeinwrittenEnglish",a"comprehensivementalwork",a"processofproducingthesamesubjectiveandobjectivespiritualproductsinEnglish",anda"socialbehaviorwithstrongpurpose".Forteachersandstudents,writing,beneficialtothem,possessesanqualitythatimprovesthemtopxploreeverythingintheworld.Moststudiesshowthatstudentscanbenefitfromwritingbecausewritingexercisesstudents'criticalthinking,improvesstudents'senseoflearningresponsibility,enablesstudentstothinkandaskquestionspertinently,andlinksdifferentevents,charactersandideas.Itisofimportanceforallpupilstocomprehendknowledge,improvethecapaciblityofreaadingandwritinginordertomakethemenjoyhowtoleaen.Fromtheabove,wecanseethatEnglishwritingisakindofsocialpractice,ApurposefulpracticeinEnglish,andacomprehensivementalworkcarriedoutbywriters.EnglishwritingisaprocessinwhichEnglishiswrittentoreflectlifeandproduceaspiritualproductthatisbothsubjectiveandobjective.Writingisacomplexandcreativementalprocessusedbyhumanbeingstocommunicate,andconveyinformation,anditalsoshowsgreatimportance.2.2DefinitionofModularizingTeachingMethodThewordmodularoftenmeansthatacompleteprogramconsistsofseveralindependentanddecomposablecomponents.Intheearliestapplicationofmodulartheoryinindustrialproduction,toolswithsimilarfunctionswerecombinedintomodulestomaketheiroverallfunctionsgreaterthanthesumofparts.Theapplicationofmodulartheoryinteachingismodularizingteachingmethod.Inthe1970s,modularteachingmethodhasbeenputforward.Notonlyon-siteteachingbutalsotrainingskillsareneededforhumanbeingstoattachgreatimportance.Specifically,modularizingteachingfirstdeterminestheteachingobjectives,andthendividestheteachingobjectivesintoseveralmodulesforlearning.Atthesametime,studentscanchoosethemodulestheyliketolearn,andthenachievethecurriculumobjectives.Astimegoesby,moreandmoreprofessorsadmireandrecoginizesuchmodularizingteachingmethod.2.3RequirementsofGeneralEnglishCurriculumStandardsforCommonSeniorHighSchoolStudentsforEnglishWritingAbilityInordertoaccomplishtheeducationalfunctionofEnglishsubjectandrealizethebasictaskstocultivatemenandwomenbyvirtue,NewCurriculumStandardsofseniorhighschoolfirstputsforwardfourdisciplinesoflanguageability,culturalawareness,ideologicalqualityandlearningability.Itclearlypointsoutthatintheprocessofdevelopingstudents'abilitytousecomprehensivelanguageknowledge,studentsshouldbehelpedtolearn,understandandappreciateexcellentChineseandforeigncultures.TocultivateChinesefeelings,broadeninternationalhorizons,promoteinternationalunderstanding,andgraduallystrengthcross-culturalcommunication,multi-thinking,learningandinnovationcapabilities,ultimatelytoformacorrectworldoutlook,outlookonlifeandvalues.TheeducationalconceptofNewCurriculumStandardshasfiveparts:(1)DevelopingthecorecompetenceofEnglishandfulfillingthefundamentaltaskofcultivatingpeoplewithmoralintegrity;(2)EstablishingtheconsistentbasisofseniorhighschoolEnglishmordertorealizetherequirementsofhowtodeveloptheabilityofstudents;(3)PerfectingtheevaluationsystemofEnglishcurriculumtopromotetheeffectiveformationofcorecompetence;(4)BetterthesystemofevaluatingEnglishcurriculumtoimproveefficientfoundationofcorecompetence.(5)Payingattentiontomoderninformationtechnology.ApplyingoftechnologyimprovesthelearningresourcesofEnglishcourses.HighschoolEnglishteachingshouldbeguidedbythesebasicconcepts.3.CharacteristicsofSeniorHighSchoolStudents’EnglishWritingNewCurriculumStandardspointsoutthatinordertodevelopstudents'comprehensivelinguisticcompetencesuchcompetenceshouldberegarededasasignificantevaluatingconcept,theeducationalconceptof"takingstudentsasthemainbody"shouldbedetermined,thestatusofstudentsasactiveparticipantsshouldbeclarified,andtheevaluationmethodbasedonsubjectknowledgeshouldbeabandoned.Howtodealwiththerelationbetweenteachingandevaluationshouldbepaidgreaterattention.Futhermore,theyshouldbecoordinatedtoimproveteachingwork.Inapositivesense,evaluationisnotequaltoexamination.Humanbeingsneedbetterevalutingmethodaswellasmanagetoaccomplishhowtodealwithindependentmonitoringandstudents'learningprocess.3.1GeneralTechniquesandMethodsGrammar-orientedteachingmethods.Atthebeginningoftheclass,teachersoftenaskstudentstoreviewthevocabularyandgrammarofthepreviousunit,includingkeyphrasesandtheirusage.IntheEnglishlessons,studentsaretrainedtomastervocabularyandgrammarasthecoreofteaching,moreemphasisislaidontheidentificationofvocabularyusage,sothatwritingskills,writingstrategiesandotherteachingareveryfew.Teachersoftenuseatleasttwolessonstoteachandreviewvocabularyandgrammar,andevenhalfofthenewlessonsarespentonthem.Mostmentorsattachgreatersignificancetotheteachingofbasicknowledgeaswellasthetrainingofgrammarrulesandsentencepatterns,thus,enrichingstudents’knowledgeofthegrammarandvocabularyinEnglish.Theteachingmethodofcombiningvocabularywithreading.Afterlaunchingthewritinglessons,teachershavebeenfocusingonthecultivationofstudents'basiclanguageknowledgetoimplementteaching,andadoptdifferentteachingmethodstoimprovestudents'readingskills.Teacherswillinsistonthetrainingofreadingskillsineveryunit.TheybelievethatEnglishwritingteachingshouldcombinevocabulary,grammarwithreading.Teachersalsoteachstudentstoreadarticlesquicklyandindetail,andinquiryinwritingteaching,soastocultivatestudents'abilitytoskimandscan.3.2ProblemsintheEnglishWritingDuetothefactthatEnglishwritinginnotofsignificanceforteachers,theystilldon’tthinkhighlyofhowtoteachwriting.Inaddition,feedbackfromstudents'questionnairesshowsthatteachers'writingrequirementsarecrucialtostudents'Englishwritingpractice.However,asfarasthecurrentsituationisconcerned,teachersdonotemphasizewriting,especiallyintheteachinglessons,theconcernofteachers'Englishwritingneedstobegreatlyimproved.EnglishwritingisanindispensablepartofEnglishlearning.Teachersshouldpaymoreattentiontoit.ItwillbeanimportantprerequisitetoimprovethequalityofEnglishteachingandstudents'Englishwritingability.Teachersdidnotarousestudents'interestinwriting.MostofthestudentslackinterestinEnglishwriting,whichisbasedonteachers'requirementsandcopingwithexams.Mostteachersthinkthatthedifficultyofwritingteachingistoarousestudents'interestandenthusiasmforwriting.Teachersdonotpayenoughattentiontostudents'lackofinterestinwriting.Teacherscannotcompletetheteachingplanwell.Mostteachersdonothaveregularwritinglessons,orevenonlylimitedwritinglessonsinonesemesterornoformalwritinglessons.Moreover,mostteachersonlydoaslightlysimpletreatmentofthewritingpart,butchoosetoteachpart,anddonotmakeeverysectioncarefullyexplained,whileonlyasmallnumberofteacherscandoeverysectiontaught.What’sworse,someteacherschoosetoletstudentsdealwiththewritingpartbythemselves.Teachers'evaluationofstudents'compositionsistoosingle.Mostteacherschoosetoevaluatesomestudents'compositions,whileonlyafewteacherschoosetoletstudentsself-evaluateormutualevaluate.Teachersshouldtrytoletstudentsevaluatethemselvesanddevelopstudents'self-evaluationmethods.Thiswillnotonlyimprovestudents'enthusiasmforEnglishwritingandimprovethelearningeffectofwriting,butalsomeettherequirementsoftheNewCurriculumStandardforthedevelopmentofstudents'self-evaluation.3.3SolutionStrengthentheunderstandingoftheimportanceofwriting.Intheteachingprocess,weshouldstrengthenthewritingtrainingandarrangewritingtasksintime.Futhermore,mentorsareabletoleadpupilstoaccumlatewritingmaterials.Specificmethodscanrefertothefollowing:First,helpstudentsdevelopgoodhabitsofwritingEnglishweeklydiaries.Agoodcompositionrequiresalotofpractice.Writingaweeklydiaryisagoodwayofpracticeandshouldbefcousedon.EnglishteacherscanmakestudentsrealizethebenefitsofwritingEnglishweeklydiariesinvariousways,sothatstudentscanreallyfeeltheroleofwritingEnglishweeklydiariesinimprovingstudents'writingability.Moreover,EnglishteacherscanensurethatstudentsdevelopgoodhabitsofwritingEnglishweeklydiariesbymeansofinspectionandsupervision.Secondly,intheprocessofteachinglessons,teachersconsciouslyteachstudentsEnglishwritingmaterials,especiallythemethodofcollectingEnglishmaterialsbythemselves,sothatstudentscandevelopagoodhabitofcollectingEnglishmaterialsintheprocessofsubtleinfluence.Finally,increasestudents'readingcapacity.RecommendEnglishreadingmaterialstostudents,sothatstudentscanimprovetheirEnglishwritingabilityinreading.Readingcanincreasestudents'knowledgeaccumulationandbroadentheirhorizons.Atthesametime,thestudents'Englishwritingwillbeimprovedastheamountofreadingincreases.Carefullycompletethewritingteachingplan.Theteachingplanisstrictlycompiledaccordingtothesyllabusandconformstothelawofthedevelopmentofstudents'writingability.Ensuringthecompletionoftheteachingplanisanecessaryconditionforstudentstoimprovetheirwritingability,whichisalsoareflectionofattachingimportancetowritingteaching.Payattentiontocompositionevaluationandimproveasinglewayofcompositionevaluation.Almostallthestudentsareconcernedaboutthescoreandcommentgivenbytheteacher.Mostofthemcarefullyanalyzetheteacher'scommentandcorrectthemistakesintime.Thisfurtherillustratestheimportanceofteachersincorrectingcompositions,whichisalsothefocusthatEnglishteachersshouldstrengtheninthefuture.Itwillalsobeawayofcommunicationbetweenteachersandstudents.Inaddition,teacherscantrytodevelopstudents'self-evaluationabilitythroughstudents'self-evaluationormutualevaluation.4.ModularizingTeachingMethodintheEnglishWritingTheimprovementofwritingabilitycannotbeachievedovernight,whichrequiresdailyaccumulationandpracticaltraining.InEnglishlearning,weshouldpayattentiontotheaccumulationofvocabularyandthemasteryofsentencepatternsinordertofurtherlearnmoredifficultwrittenexpressions.4.1MastertheMostBasicVocabularyHighschoolstudentshavebeenexposedtoEnglishformorethantenyears,sotheyallunderstandtheimportanceofvocabulary.Vocabularyisthefoundation.Onlybymasteringvocabularywellandenrichingone'svocabularycanonelayagoodfoundationforone'sfurtherwriting.TeachersinEnglishteaching,mustletstudentspreparevocabularyinadvance,whichisnotdifficultforhighschoolstudents,butmaybealittleboring.Soteacherscanshowvideomaterialsorfilmmaterialsthroughmultimedia,toimprovestudents'interestinvocabularylearning.OnlyinthiswaycantheyunderstandEnglishmovies,understandthebasicprocessofnewwordsandsentences.TherearevariouswaysofusingconjunctioninEnglish.Forexample,whencomparingtheprosandcons,studentscanusethreeparahraphswhichareintroduction,bodyandconclusion.Atthebeginningofcompisition,thegeneralideascanbeputforwardandgiveabriefintroduction.Theninthebodyofcompisition,themainideacanbefurtherexplainedsothatitneedsalotofconjuctions.Forexample,whencomparing,itusuallyusesthefollowingconjuctions,however,but,while,although,though,onthecontrary,ontheonehand,ontheotherhand.Whenaddingopinions,itusuallyusesthefollowingconjuctions,then,besides,meanwhile,atthesametime,inaddition,what’smore.Whenexplaininginstages,itusuallyusesordinalnumeral,firstly,firstofall,atthebeginning,secondly,thirdly,lastly,finally.Atthebeginningofthelastparagraph,studentscanstratwithsuchexpressions,asfarasI’mconcerned,inaword,inshort,generallyspeaking.4.2StrengthentheTrainingofVariousSentencesIfyouwanttoturnvocabularyintowrittenexpression,youneedtoturnvocabularyintovarioussentencepatterns.Inhighschool,wehavebeenexposedtoalmostallsentencepatterns,alsocanlearnvocabularytobecomesentences,whichneedsmorepractice.Afterexplainingvocabulary,teachersusuallyusenewvocabularytopracticesomesentencepatterns,letstudentslearntodosubstitutionexercises,thenwritesentencesbythemselves,andfinallyturnsentencesintoshortessaystoformwrittenexpressions.WhenwritingEnglishcompositions,manystudentshavesuchamisunderstandingthattheypreferlongsentences.Aseveryoneknows,goodarticlesoftencomplementeachotherinsentencestructure.Shortsentencesareconcise.Theyaresuitableforemphasizingopinionsandexpressingpassion.Longsentencesarecomplexinstructure,richininformationandwell-defined.Theyareoftenusedtoexplaincomplexviewpointsanddescribespecificdetails.Comparedwiththefivebasicsentencepatternsbeginningwiththesubject,whenthesubjectinadverbialclauseisconsistentwiththesubjectinthemainsentence,thesimplifiedformofthesubordinatesentence,suchasinfinitivephrase,prepositionalphrase,participlephrase,adjectivephraseandellipsis,canbeplacedatthebeginningofthesentencetochangethesentencepattern,andtheconcisenessofthelanguagecanalsoberealized.Exemplarymethodisthemostwidelyusedinargumentation.Accordingtothedifferentcases,thewaysofgivingexamplesaredifferent.Oneoftheformswithspeciallinguisticeffectsisparallelism.Becausethelistedwords,phrasesandsentenceshavethesamefunctionsandneatforms,theyarecalledparallelstructuresinEnglish.Becauseofthisstructure,thelanguagewillbeconciseandrhythmicallybeautiful.Atthesametime,itwillprovidemanyexamples,soithasawiderangeofcoverageandstrongpersuasion.Invertedsentencesaredividedintopartialinversionandfullinversion,whichisakindofunconventionalsentencepatternfamiliartous.Becauseofitsuniqueform,itoftenattractsextraattentionofreaders,ithasbecomeacommonmeansfortheauthortoemphasizesemantics.4.3FixedwritingpatternInseniorhighschoolEnglishwriting,thetopicofcompositionismoreandmoreextensive,somearenarrative,someareexposition,someareletters,andsomeareadvertisements.Althoughtherearefewstudiesonthelattertwo,teachersshouldalsoteachstudentsmethodsinEnglishwriting.Usually,learningisinput.Onlywhatthestudentsreallywriteisoutput,andwhattheylearnisapplied.Forexample,whenteachingstudentstowriteletters,teachersshouldtellstudentstheformatofletters,top-caseaddress,endinganddate,etc.Andteacherscanalsotellstudentsthefixedsentencesintheletters,suchasHowisitgoing?Iamverygladtohearfromyou.orIamlookingforwardtoreceiveyourletter.Whenteachingstudentstowriteargumentation,teachersshouldtellstudentsthethreeparts.First,introducetheiropinion.Theyareusuallyusedasfollows:withthedevelopmentof...;itissaidthat...;asisknowntoall,andsoon.Second,explaintheiropinionsfromthedifferentperspectives.Theyareusuallyusedasfollows:someareinfavorofit;herearesomereasons;however,theothersareagainstit;thereasonsareasfollows.Finally,summarizetheopinions.Theyareusuallyusedasfollows:inconclusion,Ibelieve/thinkthatOfcourse,whenteachingstudentstowritetemplatesandomnipotentsentences,weshouldteachstudentstomakespecificanalysisofspecificproblems.Inaddition,highschoolEnglishcompositionsaremostlyexaminedinordinarycompositions,soteachersshouldguidestudentstopracticemore,onlyinthiswaycantheywriteexcellentcompositions.TheImpactofModularizingTeachingonSeniorEnglishWritingIntheteachingofEnglishwriting,themodularizationoflanguagecaneffectivelyimprovestudents'memoryofknowledge,testability,andwritingability.5.1StimulateInterestinLearningEnglishhasalwayscausedaheadacheformostseniorstudents.NomatterhowhardtheyworktolearnEnglish,aslongastheydon'ttakeaninterestinEnglish,somuchtimeiswasted.Asakindofteachingmethod,modularizingteachingmethodplaysanimportantroleinstimulatinglearninginterest.Generallyspeaking,modularizingteachingmethodmakesEnglishwrittenexpressionsubdivided,andatthesametimeitallowsstudentstochooseoneaspectthattheyaremostinteresting.Andthismodularizingteachingmethod,toacertainextent,canmobilizetheenthusiasmofstudentstolearnEnglishwrittenexpression.Inaddition,itwillmakestudents'learninggoalsmoreclear.5.2ConducivetotheImplementationofTeachinginAccordancewithOne'sAptitudeTeachingaccordingtoone'saptitudemainlyreferstothatteacherscanteachstudentsaccordingtotheirdifferentlearningconditionsintheprocessofteaching.Modularizingteachingwillplacetasksatthesamelevelinthesamemoduleinformation,whichcanmakeupforstudents'lackofconcentration.Atthesametime,teachersusethebasicknowledgetocarryoutmodularizingteaching,whichcanbeskippedforsomebetterknowledge,butforsomeknowledgethatisnotwellmastered,teacherscanincreasethepracticeofthisaspect,whichisconducivetotargetedteachingforstudentsandtheimplementationofteachinginaccordancewiththeiraptitude.5.3ReducingtheBurdenofTeachers'TeachingDifferentfromtraditionalteachingmethods,modularizingteachingmethodpaysmoreattentiontostudents'feedback,thatistosay,thedegreeofinformationfeedbackinthelessons.Thatis,thedegreeofstudents'masteryofteachingcontent.Throughthefeedbackofinformation,teacherscanmoreintuitivelyfindoutwhatproblemsexistincurrentteachingandthedirectionofimprovementinthefuture.Toacertainextent,itreducesteachers'teachingburden,andisalsomorebeneficialtotherealizationofteachingobjectives,aswellastheimprovementofwrittenEnglishexpressionability.5.4ConvenientforStudentstoStudyIndependentlyBecausemodularizingteachingmethodpaysmoreattentiontostudents'independentchoice,itisconvenientforstudentstostudyindependently.Inshort,onlyafterthestudentshavemadetheirownchoiceswilltheyberesponsibleforthenextlearning.Inaddition,afterstudentshavemasteredthecontentofamodule,theycancarryoutcertainevaluation,furtherconsolidateknowledge,improvestudents'learningability,layfoundationforlearning,aslongastheyhavetheabilityofself-learning,thentheywillbeabletolearnanysubjectinthefuture.HowtoImproveStudents'EnglishWritingAbilitybyUsingModularizingTeachingMethodInordertoimproveseniorhighschoolstudents'Englishwritingabilitybyusingmodularizingteachingmethod,wecanmainlydothefollowingaspects.Firstly,thereasona