1. Definition and theoretical basis of the topic (1). English writing: Under the guidance of teachers, students use English expressions to make different words and sentences. Discourse structure vocabulary and English idioms. It is an organic whole composed of interdependent and interactive elements such as English vocabulary, grammar, theme and writing skills. It is the comprehensive application of language knowledge and the training of comprehensive ability. (B) Junior high school students' English writing ability: it is an important part of junior high school English new curriculum standard language skills goal. The new curriculum standard requires junior high school students to correctly analyze materials and examine questions according to writing requirements, use the English thinking and vocabulary they have learned to simply describe people or things, write simple paragraphs or operation instructions according to given charts or tables, and simply and correctly express their views and opinions in English. It is also the embodiment of students' comprehensive language ability, including language knowledge such as vocabulary, grammar and idioms, as well as students' language communication ability of conceiving, organizing, expressing articles, transmitting information and solving practical problems. It can accurately and comprehensively reflect students' actual language level. (3) Strategies to improve junior high school students' English writing ability: According to English Curriculum Standards, cultivating students' ability to use English orally and in writing is one of the teaching goals of junior high school English. However, in the current teaching practice of English classroom reform, teachers often pay attention to guiding students' oral training, ignoring the guidance of students' English writing methods, and students' writing ability is far from meeting the requirements of the new curriculum standards. In recent years, in junior high school English teaching, I have made a preliminary exploration on how to guide students to standardize their writing methods, how to use the known background and express their own ideas in English, so as to improve their English writing level. Theoretical basis: 1. New Curriculum Idea: The new English curriculum standard requires that teachers should break away from the knowledge indoctrination based on explanation, analysis and explanation, actively advocate the learning mode of autonomy-cooperation-inquiry, pay special attention to cultivating students' good sense of language and ability to grasp the text structure, and pay attention to the subtle role in teaching. English reading and writing teaching must concentrate on the training of listening, speaking, reading and writing in order to truly cultivate students' writing quality and improve their writing skills. 2. Subjectivity Education Theory The so-called subjectivity of students refers to the functional characteristics of students as subjects in dealing with the relationship with the outside world under the guidance of teachers in educational activities. Under the guidance of teachers' writing methods, we should give full play to students' selectivity, autonomy, initiative and creativity, fully respect students' own views on problems, and leave time and space for students through diaries, briefings and other forms, so as to truly implement the cultivation of English writing. 3 Constructivism Theory The core of constructivism theory is: student-centered, emphasizing the significance of students actively exploring and discovering knowledge and actively constructing what they have learned. Constructivism holds that knowledge is not acquired by teachers, but by learners in a certain situation, that is, social and cultural background, with the help of others (including teachers and learning partners), using necessary learning materials and through the way of meaning construction. Students make their own writing plans according to their own knowledge and experience. Background and research significance: 1. BACKGROUND: At present, China is promoting quality education in an all-round way, reforming traditional English classroom teaching, adopting scientific and effective teaching methods, stimulating students' initiative and consciousness in learning English, and improving students' comprehensive language use ability, which has become an important topic for every English teacher. Because traditional English teaching only pays attention to the simple teaching of language knowledge, teachers are in the position of "I teach you to learn, I speak and you listen" to students, ignoring the cultivation of students' personalized experience and writing thinking. Often, many students recite a lot of grammar rules without forming a good sense of language in a lot of language practice, or write badly. This violates the law of English learning and use, does not meet the reform goal of the new curriculum, and is not conducive to the all-round and harmonious development of students. At the same time, due to the influence of mother tongue, students often write sentences in Chinese, which is fragmented, with many grammatical errors and lack of coherence, which makes them afraid of writing. However, teachers train students' listening and speaking ability more in class and spend less time guiding students' writing, which makes them feel headache about the problems existing in students' writing. The reason is not only that students don't pay enough attention to written expression. Teachers really lack effective guidance on students' writing. Students lack the ability to relearn, distinctive personality, innovative spirit and practical ability. 2. Significance: The new curriculum standard points out that English listening, speaking, reading and writing are four skills, among which listening and reading are information input abilities and speaking and writing are information output abilities. The four skills complement each other and promote each other. Writing can train students' oral expression ability and logical thinking ability. Writing a composition, regardless of its length, requires that the materials be properly organized, focused and clear. This not only exercises students' writing ability, but also exercises their logical thinking ability and problem analysis ability. English writing level can truly reflect students' comprehensive language expression ability, students' comprehensive English quality and their level of using English. Students' poor English writing ability will directly affect their comprehensive ability to use the language. Improving junior high school students' writing ability will greatly pave the way for students' future English learning. Therefore, strategies to improve students' English writing ability are particularly necessary. 4. Research process and methods (1). Process: 1, preparation stage (September 2065438+00-June 2065438 +00) ① Determine the topic, investigate and analyze, and conduct theoretical study. ② According to the actual situation of the students in our class, analyze the students' existing English writing level. 2. Implementation stage (20101month-2011May) ① According to the analysis of students' English writing, strategies to improve students' English writing ability are formulated and implemented in practical teaching. ② Follow-up research on my class, and constantly reflect and improve relevant research. 3. In the summary stage (20 1 1 June), write a conclusion report and identify the conclusion. (2). Method: 1. Investigation: Through questionnaires, conversations, questionnaires, etc., contact and understand the educational objects purposefully and systematically, collect relevant materials, and analyze and study the ways to cultivate junior high school students' autonomous learning in English writing. 2. Action research method: continuous exploration in action research and continuous reflection in practice. Through planning, practice, observation and reflection, we can observe the changes of students' writing ability in this class in a planned and purposeful way, make detailed records, then analyze and deal with them, find out the reasons for gains and losses, formulate countermeasures, and improve and solve the practical problems of students' English writing. 3. Case study method: Through the teaching cases of cultivating English writing ability, the students in our class are tracked for a long time, and the common and individual problems in each student's English writing are found, from which the regular things are summed up, and immediately adjusted in the actual classroom teaching process, reflecting while learning, forming specific operations to cultivate students' accurate writing ability, so as to study strategies to improve their writing ability. 5. Research conditions and guarantee: (1) The researcher is an English teacher and head teacher who has been fighting in the front line. He is with students almost all the time, and has enough time and space to observe students, communicate with students and conduct in-depth research. (2) Scientific researchers have a strong sense of education and teaching reform, often try to practice education and teaching reform, have considerable practical experience, often reflect, and are well received by leaders and teachers. 6. Expected results of project research: (1) Write the project research report. (2) Write an essay on education. (3) Open classes.