打破应试教学的藩篱，提高大学生英语写作水平——一项基于课堂教学的行动研究

Rejecting exam-oriented teaching: Using a three-step action research to enhance students' EFL writing ability

本文是一项为提高学生英语写作水平而进行的行动研究的报告。在以往的大学英语写作教学中，笔者曾采用考前培训的方式帮助学生顺利通过大学英语四、六级考试和研究生入学英语考试，但连续两年参加作文阅卷的经验使笔者发现了应试教学的明显弊端。为了彻底打破应试教育的藩篱，笔者采用了“三阶段各有侧重”的行动研究方案，即第一学期侧重写作兴趣的提高；第二学期侧重语言质量的改进；第三学期侧重思维深度与广度的拓展。实践证明，不同阶段聚焦解决不同问题的行动研究方案能收到较好的成效。

This article is a report on a three-step action research designed to enhance undergraduates' EFL writing ability in three successive semesters. Many shortcomings of test-driving teaching and learning in the past were not so apparently recognized until the author (also the teacher) graded the writing section of those language tests of Band 4, Band 6 and Graduate Admission Examination, in which many students exerted no originality and regurgitated sentences prepared by some coach-for-exam reference books. To break the charm of examoriented education, the author designed and implemented a three-step program in the EFL classroom to stimulate students' interest in writing, to enhance their writing skill and to cultivate their critical thinking in writing. Teaching practice has proved that test-driving teaching and learning can only achieve a seeming effect in exams. Students' writing ability could only be enhanced if we identify the problems in students' writing at different times and alternate the emphasis of teaching and scaffolding according to the nature of problems and address them one by one.