PBL教学法在初中英语写作教学中的应用

.IntroductionWiththegradualdeepeningofglobalization,Englishhasbecomeapopularlanguageofinternationalcommunication.Asthetrendofglobalizationbecomesmoreandmoreobvious,Englishhasbecomethemainstreamlanguageofinternationalcommunication.Asaneconomicpower,Chinacannotsupportthistrend.ThisrequiresthecountrytoattachgreatimportancetoEnglisheducation.EnglishwritinghasanindelibleinfluenceonlearningEnglish.Thishasbecomeanimportantrequirementtocultivatingstudents'writingability.InEnglishteachingactivities,writingisoneoftheimportantwaystoacquirevariousculturalandotherknowledge.Inwriting,studentscanimprovetheircomprehensiveEnglishlanguageskills;itcanenrichstudents'English-relatedknowledge;itcanstimulatetheirinterestinEnglishlearning.However,forstudentswithoutobjectiveconditionsforaccesstolearningresources,writingteachingcannotonlyimprovestudents'Englishskills,butalsogivestudentsabetterunderstandingofworldculture.Therefore,writinghasalwaysbeenthefocusoflanguageteaching.SomestudiespointoutthatEnglishteachingisnotonlytraditionalteachingknowledge,butalsocanimprovestudents'interestinandlearningEnglish.ChangingthetraditionalwritingteachingmethodisnotonlyoneofthekeypointsofmiddleschoolEnglishteaching,butalsoanimportantwaytoimprovetheabilityofmiddleschoolEnglishuse.ThePBLteachingmethodisstudent-oriented,whichcarriesoutthecooperativeclassroombetweenthestudentsandtheteachersthroughtheproblems,andrealizestheteachingobjectivesthroughtheanalysisoftheproblemsandtheproblems,soastoachievetheteachingeffect.Cooperationbetweenteachersandstudentsenablesstudentstobecomeanother"leader"intheclassroomsense,stimulatingstudents'enthusiasmandenablingstudentstosolveproblemsindependentlythroughouttheprocess.Therefore,thisteachingmethodcannotonlyimprovestudents'interestinlearning,butalsogreatlyimprovetheeffectofclassroomteaching,andalsoimprovethestatusofstudents'writingteachingstatustoacertainextent.LiteratureReview2.1TheDefinitionofPBLThePBLteachingmethodisateachingmethodfordesigningspecificsituations.ThisisamodelofautonomouslearningdiscoveredbyAmericanprofessorofneurologyin1969.Initially,itwasmainlyusedinthefieldofmedicaleducation.Initssubsequentdevelopment,itwasusedineducation.Sincetheearly2000s,somescholarshavepaidattentiontotheapplicationofPBLinEnglishteaching.Itisemphasizedthatteachersarethemaininstructors,andstudentsarethemainbodyoflearning.Intheteachingprocess,studentsdonotblindlyinstillknowledge,butaskstudentstosolveproblemsaccordingtosomecluesgiven,knownknowledgeandtheirownunderstanding.Whilesearchingforanswers,thestudentsimprovetheirabilitytofindandsolveproblems.Emphasizethevarietyofproblemswithinthescopeoflearningmajorasthestartingpointoflearning,problemasthecenter,adjustandenrichthelearningcontent,andstrivetomakestudentsindependentlyfindsolutionsaccordingtotheproblem.Duringthelearningprocess,teacherscreatemeaningfulandlife-closeproblemsituations,andthenformsmallgroupsforlearnerstodiscuss.Tosomeextent,italsogivesstudentsasenseofteamwork.Inthisprocess,theteacheractsasthequestionproposer,thedesignerofthecourse,andtheevaluatoroftheresults.Comparedwiththetraditionalteachingmethods,thePBLteachingmethodshavegreatadvantages.InthetraditionaljuniorhighschoolEnglishwritingteaching,duetothelimitedknowledgecontentofjuniorhighschoolstudents,theteachingmodeisrelativelysingle.Theteachertaughttheknowledgeonebyone,andthestudentslistenedbelow.Teachersaretalkingfrombeginningtoend,andpaytoomuchattentiontolanguageteaching,whichtosomeextentignoresthedominantpositionofstudents,ignoringthewritingteachingshouldpaymoreattentiontothecultivationofstudents'writingability.InthejuniormiddleschoolEnglishwritingteaching,theappropriateandaccurateuseofPBLteachingmethodcaneffectivelyovercometheshortcomingsofthetraditionalteachingmethodsandimprovetheduckfeedingteachingmode.ThePBLteachingmodecanenablejuniorhighschoolstudents,byconsultingrelevantbooks,materialsandindependentlearning,tobreaktheshacklesofknowledgecontent,enrichtheclassroomactivities,alleviatetheclassroomatmosphere,adjusttheclassroomatmosphere,andimprovestudents'thinkingactivitiesandreflection2.2AReviewofDomesticandForeignStudiesBasedonJuniorMiddleSchoolEnglishPBL2.2.1OverviewofPBLJuniorMiddleSchoolEnglishStudiesAbroadSincethe1960s,theexplorationofPBLteachingmethodabroadhasincreaseddaybyday,andtheresearchresultsarequiteabundant,andhasgraduallypenetratedintothespecificteaching.ForeigncountrieshavebeenquiteproficientintheuseofPBLteachingmethod.Itsapplicationfieldisnotonlylimitedtotheinitialmedicalfield,butalsodevelopedtothefieldofeducation,businessandeconomy.TheimplementationofPBLteachingmodeinforeigncountriesmainlyincludesorganizinggroups,askingquestions,understandingquestions,hypothesis,verification,correctionandsummary.Firstofall,PBLteachingmodestartswithquestions,whichareputforwardbystudentsthemselves,inwhichteachersonlyplaytheroleofguidance.ForeigncountrieshaveahighdegreeofflexibilityintheimplementationofthePBLteachingmethod,whichdoesnotblindlytounifytheplanningandstandardsofalldisciplines.Ontheonehand,theschoolwillgivebetterplaytotheroleofteachersaccordingtothenatureofdifferentdisciplines.Ontheotherhand,theschoolwillflexiblyusePBLteachingmethodandcontroltimeaccordingtothecharacteristicsofdifferentdisciplines.Inordertoimprovestudents5comprehensiveabilitytouseknowledge,foreignschoolsalsopayattentiontocultivatingstudents5abilitytointegrateknowledgeandinnovativethinking,emphasizingthatstudentscanflexiblyusewhattheyhavelearned.2.2.2ReviewofJuniorMiddleSchoolEnglishStudiesBasedonPBLinChinaAsanewteachingmodenewlyintroducedwithabroad,ithasproducedmanyproblemswithdomesticapplication,butalsohasmanyproblemsandlimitations.ThePBLteachingmodeisrelativelyaworkthatneedstopreparealotoffunds,professionaltechnologyandalargenumberofteacherssupport.Comparedwithforeigncountries,thereisnospecialinstitutioninChinatosupporttheimplementationofPBLteaching.Duetothenationalrestrictionsonthestaffingofteachers,thereisalackofconditionsforalargenumberofteachers,whichlimitsitsprogresstoacertainextent.WangZheng(2020)throughthecollection,analysisandcomparisonofdata,itcanbeconcludedthatthePBLteachingmodelcaneffectivelyavoidtheshortcomingsoftraditionalEnglishwritingteachingtoacertainextent,butitstillneedstobeimprovedinpractice.PBLteachingrequiresstudentstochangetheirroleaspassiveacceptanceofknowledgetoactivelearning,andbecomethemainbodyofactivelearning,cooperativelearningandinquirylearning.Thisisalsoinlinewiththetransformationfrom“teachingstudentsknowledge”to“teachingstudentslearning”inthenewroundofbasiceducationcurriculumreform.However,duetothehistoricallimitationsofChinesetraditionalcultureandtheinfluenceofthetraditionalcrammingteachingformedforalongtime,moststudentsareconservativeandrigid,andlackthesenseofinnovationandautonomy,whichalsohindersthedevelopmentofPBLteachinginChina.PBLteachingmethodrequiresteacherstohavestrongprofessionalqualityandcomprehensiveteachingability,whichrequiresteacherstostudythisteachingmethodmorecarefully,andshouldalsothinkabouthowtousePBLteachingmethodefficiently.Duetothehistoricalandfar-reachingimpactoftheuseoftraditionalteachingmethodsinChina,itwillnotonlyweakenteachers5practicalapplicationability,butalsomakeitdifficultforteacherstogetridoftheroleofteachingleader,soitwillaffecttheimplementationofPBLteachingmethod.Therefore,intheapplicationprocessofPBLteachingmethod,weshouldunderstandtrialanderrorandsummary.Accordingtothedomesticeducationalbackground,teachingstatusandthespecificsituationofthediscipline,thisisrefinedand“localized”.2.3EnglishWritingTeaching2.3.1DefinitionofWritingWritingistoallowstudentstogettheinformationtheyneedthroughwordstounderstandtheobjectiveworld.Itisanactivitythatcandeveloppeople'sthinkingandgainaestheticexperienceandknowledge.Itistheprocessofobtaininginformationaboutthevisualmaterial.Writingisapositiveprocessthatregulatesandcontrolsaccordingtodifferentknowledgeneedsandpurposes.Itcancultivateemotionandimproveself-cultivation.Writingisathinkingprocessofunderstanding,absorbing,appreciating,evaluating,andexploringthearticle.Writingcanchangeourminds,acquireknowledge,andthusbroadenourhorizons,andcanalsohelpformthesethreescientificperspectives.Writingcanbedividedintothreeways:thefirstoneisinformationwriting.Thismethodofwritingisjusttobetterunderstandtheworldandenrichourknowledgepool.Whetherthislearningmethodisintensivewritingdependsonourpurpose.Thesecondisthewayofwritingaboutliteraryworks.Thismethodofwritingiswidelyusedinfamousliteraryworks,fromwhichwecanimproveourwritingability.Thethirdistheclassicalmethodusedtowritingphilosophy,economics,militaryandclassicalworks.Fromthis,wecanunderstandthechangesofhistoryandculturalinheritanceanddevelopment,andimprovetheculturalliteracy.Englishwritingcanimprovelearners'comprehensiveEnglishability,enrichEnglish-relatedknowledge,andstimulatelearners'interestinEnglishlearning.Italsobroadensthehorizonsoflearnersandhelpsthemtounderstandtheculture,customs,habitsanddailylifeofvariouscountries.2.3.2CurrentSituationofEnglishWritingTeachinginJuniorMiddleSchoolEnglishWritingisapositiveprocessofthinking,analyzing,understanding,andreceivinginformation.Duetohumandifferences,itleadstodifferentlevelsofknowledge,writinghabits,languagelevels,etc.Thisalsoaffectstheprocessandresultsofwritingtosomeextent.Itisobservedthatstudents'writinghabitsdeterminetheirwritingability.Moststudentsusethemethodofwritingarticlesfirstandthenwritingquestions.Whenlookingatthearticle,itisalsoawordbywordtolookat,anoriginalwordtoopenthedatatofind.Thisreflectstheproblemsarisinginthewritingprocess.First,whenmanystudentsseeanewword,thefirstthingtheyshoulddoistostopwriting,lookforadictionary,andthencontinuewritinguntiltheyunderstandallthemeaning.Inparticular,studentswithpoorfoundationhaveacertainfearofnewwordsduetotheirlimitedvocabulary.Inthiscase,itwilldestroytheoverallconsistencyofthewritingarticle,affectthespeedofwriting,andinterruptthewritingidea.Infact,somenewwordsdonothaveagreatinfluenceontheunderstandingofthearticle,soyoucanproperlyskipthenewwordappropriately,orguessthemeaningofthenewwordaccordingtothemeaningofthesentencebeforeandafterthenewword.Thiscanshortenthewritingtimeandimprovethewritingefficiencytoacertainextent.Secondly,students'knowledgeandabilityislimited.Whenwritingcomplexsentences,suchaslongsentencesorclauses,studentsoftencannotfindthesentencestructure,sotheirwritingbecomesmoredifficult.Inaddition,duetothedifferencesbetweenChineseandWesternculturalbackgrounds,studentscannotbetterunderstandthemeaningofthearticle,resultinginacertaindeviationintheunderstandingofthearticle,sotheyoftenmakemistakesintheoverallconceptofthetheme.timeaftertime.Studentsstruggleto"remembertenjargonataglance".Somestudentswillreturntothepageiftheydonotunderstandormemorizeitdifferentlyafterwritingasentence,andsomestudentswillreturntothepagefornewwords,sentences,andparagraphsthattheydonotunderstand.Thiscontentisbothtime-consumingandinefficientinthewritingprocess.Finally,thelackofwritingskills.Whenstudentsareconfrontedwithalongorspecializedarticle,likeascientificjournal,theyareinfluencedbylengthandprofessionalvocabulary.Ifstudentsmasterwritingskills,theycanquicklyfindtheanswerparagraphandinferthemeaningofthenewword.3.TheApplicationsofPBL3.1TheImplementationofPBLEnglishWritinginJuniorMiddleSchool3.1.1Before-Class(1)First,theteacherdistributesquestionnairesandtestsbeforeclass.Teacherscanunderstandthewritingmethodsusedbystudentsthroughquestionnaires.Theteachercanthenusetheseteststoexaminetheeffectivenessofthestudents'writingmethods.(2)Teachershavesetupsmallgroupstofindouttheinformation.Theteacherthenannouncesthelistofthegroupbeforetheclass.Thisexperimentrequiresgroupcooperativelearning,sogroupingisimportantfortheadvancementofthewholeexperiment.Thelistofthegroupsshouldbegroupedaccordingtoeachperson'sdifferentEnglishlearningsituationandtheirowncharacteristics.Inaddition,studentswithoverallplanningabilityandhighlearningabilityshouldbeselectedasthegroupleader,sothattheaveragelevelofeachgroupisroughlythesame.Beforetheclass,theteacherwillannouncethetopicofthenextclassinadvance,andtheteamleaderwillassignthetaskstotheteammembers,andtheneachteammemberwillfindtheinformationaccordingtotheirowntask,andaddtheirownexplanationandunderstanding.Thismodelcanfullymobilizethegroupmembersandimprovetheparticipationdegreeandenthusiasmofthestudents.(3)Thegroupleaderorganizesmeetingsandintegratesvariouslearningresources.Beforethewritingclass,eachgroupneedstocompletethegroupmeeting.Thetaskofthemeetingistohavethegroupmemberspresenttheirconsultationresults,andtooptimize,provide,andultimatelyintegrateandmodifytheothermembers,soastoformanetworkofinformationaboutthetopic.Thisformcanmakegroupmaterialsricher,morelogicalandmorediverse.Thepreliminarypreparationhaslaidasolidfoundationfortheoff-workexperiment.3.1.2During-ClassLinChunyan(2015)pointedoutthattherearefourprinciplesintheteachingmethodofPBLinjuniormiddleschoolEnglishwriting:problemprediction,writing,testing,andunderstanding.Whenfacedwithawritingmaterial,theteachermustfirstguidethestudentstosetahypothesis.Ofcourse,thisassumptioncanbesetbasedondifferentlevelsofthestudents.Secondly,teachersneedtoguidestudentstowritesentencesandmakebasicjudgmentsaboutthepreviousassumptions.Theinitialjudgmentwentthroughacycleofconfirmation,denial,confirmation,andadjustment.Intheprocess,teachersshouldkeepinmindthattheteacherdoesnotdecideindependently,debatewiththestudents,adjustthepreviousassumptions,orre-establishtheassumptionsuntilboththeteacherandthestudentsaresatisfied.Gettingintotheloopaboveisnotgood,butthestudentscontinuetoexploretheloopintheloopandgiveaperfectconclusion.Whenstudentswriteaproblematicsentence,theyvolunteertoexploreandsolvetheirownproblem.Thisalsostrengthensthestudents'desiretowritefromanotheraspect,andtheywillnotgetboredintheirwriting.Throughthefunofwritingandlearning,theydevelopgoodself-writinghabits,andontheotherhand,theyalsoimprovetheirself-awarenessandcooperativeskills.Thishasasignificantimpactonthestudents'learningprocess.(l)Caseswithproblemscanleadtoproblems.CreatingproblemsituationsisaveryimportantandindispensablestepinimplementingthePBLteachingmethod.ThisisasmallpremisefortheimplementationofthePBLteachingmethods.Itputsforwardquestionsaccordingtotheplotofthespecificsituation,sothatstudentscanroughlysummarizethedirectionandgoalofwritingaccordingtothequestions,whichhasgreatbenefitstostudents'writing.However,whencreatingsituations,teachersshouldadheretotheprincipleofbeingclosetolife,andcreatesituationscloselyrelatedtostudents'dailylife,soastoimprovestudents'familiaritywiththissituation,soastostimulatestudents'enthusiasmandimprovestudents'participation.Inaddition,teachersshouldalsopayattentiontotheunityofinterestandinspiration.Inotherwords,thequestionaskedshouldbeadeepthinkingordiscussionwiththeirpeersbeforegettingtheanswerstothequestion.Ofcourse,theycanalsochoosecurrenttopicsormeaningfultopics,buttheyhavetomotivatestudents,notjustsuperficialentertainmenttopics.Ifso,theteachingsignificanceofPBLwillbelost.Whenaskingquestions,wecanfollowtheprincipleof"fromsimpletocomplex,fromshallowtodeep,stepbystep".Accordingtothetypeofproblem,theyaregenerallydividedintothreecategories:details,meaning,andgeneralpurpose.Problemsmorecomplexthanthesearereasoningproblems.Detailedquestionscanstartfromthetimeandplacementionedinthearticle,andthecause,processandresultsofwhathappened,suchas"WhydidEricgotoLondon?"ThequestionofWordneedstomotivatestudentstospeculateinthecontextoftheword,suchas"Whatdoesthemeaningmean?"Themainideaonthistopicisthatstudentsneedtofullyunderstandthestructure,viewpoint,andthemeaningofthewholepassage,suchas"Whatistheauthor'smainpoint?"ThethinkingsubjectgenerallybelongstothedifficultproblemofjuniorhighschoolEnglishwriting.Itnotonlyrequiresstudentstomastertheviewpointofthearticle,butalsorequiresstudentstodeeplyunderstandthemeaningofthearticle.Thisarticledoesnothaveaclearwording.Nowtothinkandjudge,suchas"Guesswhattheauthorwilldonext?”(2)Groupworkunderstandingoftextmaterials.Aftertheteacherraisesthequestions,thestudygroupisdividedaccordingtotheteacher'sguidanceforthestudytask.Groupmemberscooperatewitheachotherinlearning.Theyeffectivelyusepre-classroomintegratedmaterial,fullyunderstandthebackgroundofthetext,andmakeassumptions.Thearticleisreasonablydividedaccordingtothesituationofthegroup,supplementingtheviewsofthegroupcooperativestudymembers,andrecordingthefinaldiscussionresultsofthegroup.(3)Eachgroupmustview,summarize,andintegratetheresults.Grouppresentationisaneffectivewayforanygrouptopresenttheresultsofthediscussion.Undertheleadershipofthegroupleader,thegroupconductslearningtasksorderlyandshowedtothewholeclass.ItnotonlytrainsjournalistsinoralEnglishskills,butalsoencourageseachgroupmembertoaskquestionsandsupplementthem.Eachstudenthadadeeperunderstandingofthecontentofthearticle.Inthisprocess,theteachersshouldcorrectthemistakesofeachgroupintime,sothatthestudentscanindependentlysummarizeandgetthecorrectanswerafterallthegroupsaredisplayed.(4)Grouprating,sublimationandsummary.TheformationofevaluationisanimportantstepinthePBLteachingmodel.IntheimplementationofPBL,duetothehighparticipationandenthusiasmforstudents,theevaluationshouldbedividedintotwoevaluationmethods:formativeevaluationandsummativeevaluation.Consideringthesubjectivityofstudentsinlearningandtheimprovementofindependentlearningability,theevaluationmethodcanbedividedintoteacher-studentevaluation,studentevaluationandself-evaluation,soastopromotestudentstobetterreflectandsummarizetheirexperience.3.1.3After-ClassThefocusofthisstageisondrawinginferencesandhowreasonablyconveyknowledge.Aftertheexperiment,weconductedatestofthestudents'learningresults.Afterclass,theteacheraskedthestudentstoreflecton,improveandsummarizethewritingmethodsofthelastclass.Finally,teachershopethatstudentscanadoptnewwritingmethodsintheirfuturewriting,soastogreatlyimprovetheefficiencyofwriting.3.2TheAdvantagesofPBLThischapterwillcompareandanalyzethequestionnaireresultsandthetwoteststounderstandtheadvantagesofthePBLteachingmodel.Beforetheexperiment,thequestionnairesweredistributedandtheresultswereanalyzed.Thequestionnairewasaboutthestudents'understandingofthewritingmethods,PBL,andwritingstatus.HowshouldthestudentsdothewritingintheEnglishwritingclass?Theauthorsanalyzedtheresultsofthequestionnairesurveyandobtainedthefollowingresults:Table1:QuestionnaireQuestionnaireContentQuestionnaireOptionsPercentagel.HowmuchdoyouknowaboutEnglishwritingmethods?Verywell23%Commonly52%Donotunderstand25%2.DoyouknowPBLteachingmethod?Know21%Idon’tknow79%3.CanyouusePBLinEnglishwriting?Often9%Occasionally12%Notused79%4.Whatisyourorderofwriting?Readthearticlefirstanddothetitle29%Lookattheproblembeforewritingthearticle15%Nofixedorder56%5.Whatisthecorrectnumberofwritingquestions?210%330%438%Allright22%Ascanbeseenfromthetableabove,moststudentsknowverylittleaboutthewritingmethod,whileothersarevagueandcompletelyincomprehensibleresults.Students'lackofunderstandingofthisnewteachingmethodleadstothelackofwritingmethod,whichalsoaffectstheefficiencyofwritingtosomeextent.Thetestwereconductedbeforeandafterthetestandtheresultswereanalyzedasfollows:NIC:NonImplementClassAscanbeseenfromthepre-classexaminationtableinTable2,theaveragescoredifferenceofEnglishwritingproblemsisnotbigbetweenclasseswithPBLteachingmethodandclasseswithoutPBLteachingmethod.FromTable3,theaveragescoresforEnglishwritingquestionsinclasseswithPBLteachingmethodsdiffergreatlyfromthosewithoutPBLteachingmethods.AfterPBL,theaveragewritingscorecanincrease;theaveragenumberofclasseswithoutPBLgrowsslowly.ItcanbeseenthatthePBLteachingmethodisconducivetoimprovingstudents'Englishwritingperformancetoahigherdegree.TeachersadoptdifferentteachingmethodsintheEnglishwritingclass,whichwillhavedifferenteffectsonthestudents'writingmethodsandeffects.InEnglishwritingclasseswithoutaPBL,theteachersactasorganizers,andthestudentsareoftenlessinterestedinwriting.Whenwetryanewteachingmodel,usingthecooperativelearningmethod,itwillgreatlyimprovetheinterestoftheclassroom,andfullyimprovetheeffectoftheclassroom.Inconclusion,theadvantageofthePBLteachingmethodliesinallowingstudentstolearnEnglishknowledgeandvariousEnglish-relatedskillsintheirdailylife,whileincreasingtheirawarenessofcooperationandautonomouslearning.Studentscooperatetoexploreanddiscussproblems,whichimprovestheirabilitytodiscover,understand,andsolveproblems.4.DiscussionandImplication4.1DiscussionFromtheanalysisofthequestionnaireresults,thejuniorhighschoolstudentshaveaslightlyweakergraspofthewritingmethods,letalonetheunderstandingofthePBLteachingmode.Therefore,thepenetrationanddisseminationofthePBLteachingmodeshouldbestrengthened.Accordingtotheanalysisofthetwotestresultsbeforeandaftertheexperiment,theclassroomwritingperformanceofthePBLteachingmodeisbetterthanthatofthetraditionalteachingmode.Fromotherperspectives,theimplementationofthePBLteachingmodelcanenablestudentstoimprovetheirabilitiesinmanyways.Therefore,theauthorsbelievethatthePBLteachingmodelhasgreatbenefitsforteachingEnglishwriting.Inthecontextofeconomicglobalization,English,asanimportantinternationalcommunicationlanguage,alsoaccountsforaconsiderableproportionofChineseeducation.HowtolearnEnglishwellhasalsobecomeabigproblem.AsanimportantpartoflearningEnglish,Englishwritingplaysanimportantrole.Therefore,theimprovementofEnglishwritinglevelhasalsobecomeanurgentproblemtobesolvedinjuniorhighschool.Inschool,theclassroomisundoubtedlythemostimportantlink,whichrequiresteacherstoinnovatetheteachingmethodsofEnglishwriting.Throughexperimentsandresearch,PBLteachingmodecanfurtherimprovestudents'Englishwritingability,improvewritingefficiency,andmasterwritingmethods.Therefore,thePBLteachingmodelcanimprovethestudents'writinglevelunderthecorrectuse.TheauthorselaboratedonrelevantstudiesonPBL,questionnairedataanalysisandtestresultsanalysis.ThePBLteachingmodecaneffectivelysolvetheproblemsexistinginEnglishwritingteaching.Thedetailsareasfollows:First,Englishwritingclasschangestheoriginaltraditionalcrammingteaching,adoptsanewteachingmode,makingstudentsfrompassiveacceptinglearningtoindependentlearning,stimulatetheirdesireforknowledge;Finally,intheprocessofcollectivecooperation,thestudents'abilitytoplayinindependentthinkingandproblemsolving.4.2ImplicationThroughthisexperimentalcourse,studentsnotonlyhaveastronginterestinEnglishwriting,butalsohavemoreinterestinEnglishlearning.Duringthegroupdiscussion,studentsgainknowledgethroughtheirownefforts.Activelyexpressyouropinionsinthegroupandoptimizeyouropinions,whileothermembersexpresstheiropinions.Thisalsoimprovesthestudents'generalizationabilitytoacertainextent.Eachgroupisawhole.Whentheyhaveproblems,theywillworktogether.Throughthisexperiment,thestudentswillbecomemoreunited,self-disciplinedandconfident.Throughthiscourse,theteachersalsounderstandthattheyneedtomakegreatereffortstoimprovethestudents'Englishlearninglevel.Theroleofateacherintheclassroomisnottheleaderintheclassroom,butthepractitioner,explorer,andintrospection.5.ConclusionThispapermainlyusesquestionnairesandtestingmethodsforcollectionandcomparison.ThePBLteachingmodelinf