An Empirical Study On Flipped Classroom Model Implementation In Senior High School English Writing Teaching

The Ministry of Education promulgated the English Curriculum Standards for Senior High Schools in 2017,which clearly stipulated that the overall goal of English curriculum in senior high schools in China was to develop students’ competence of autonomous learning and cooperative learning.In April 2018,the Education Informatization 2.0 Action Plan promulgated by the Ministry of Education clearly pointed out that nearly 1,000 basic education schools should be selected in batches to carry out information-based teaching.The teaching of English writing has always been the focus and difficulty of English teaching in senior high schools.However,there are various barriers to the traditional teaching mode of English writing adopted in most areas of China currently.On the one hand,it is time-consuming and inefficient.On the other hand,even the latest flipped classroom research in China still fails to guarantee students’ autonomy in pre-class learning.Therefore,this study applied the flipping classroom teaching model based on cooperative teaching theory to English writing class of senior high schools and conducted a four-month research using Edpuzzle teaching platform which can prohibit skipping.This study was conducted in a key high school in Harbin.106 students in two classes of senior two were selected as the subjects.This paper mainly studies three questions: Firstly,what are the current situation and problems of English writing teaching in senior high schools? Secondly,how to apply the flipped classroom teaching model to senior high school English writing teaching? Thirdly,does the application of the flipped classroom teaching model in senior high school English writing teaching improve students’ writing performance?In this study,the interviewing method was used to analyze and discuss the first research question.Based on a thorough review of the literature,the author finds that Zhang Jinlei’s flipped classroom teaching model is more accordant with Strayer’s definition of the flipped classroom and more suitable for English writing teaching of senior high schools.On this basis,the author designed a flipped classroom for English writing of senior high schools to answer the second research question.As for the third research question,except for comparing the performance changes of the students in the experimental class and the control class with two different teaching modes,the author also made a separate analysis of the changes of the experimental class performance,and supplemented the experimental results with the questionnaire and interview after the study,in order to comprehend the effect of the flipped classroom teaching mode on the students’ English writing performance in senior schools.Before the study,the teacher gave effective grouping,role assignment,seat adjustment and effective guidance to the students.First of all,the author designed the teaching procedure of the English writing class based on the flipped classroom teaching model rigorously including teachers uploaded the self-recorded micro-video into the platform before the class,students logged on to the platform for course learning and practice,teachers prepared lessons according to the students’ answers,and carry out the steps of Questioning and Explaining-Brainstorming-Independent Writing-Collaborative Communication-Feedback and Evaluation in class.Secondly,the author also designed the teaching content including explaining the genre and format of applied text by micro-video before class and exercising in combination with argumentation,exposition,etc.in class.Through a semester’s research and related data analysis,it was concluded that the writing performance of the experimental class had improved significantly compared with that of the control class.In the interview,the students in the experimental class indicated that the writing teaching under this mode was more optimized and standardized,the interest was stimulated to the maximum extent and the autonomy of pre-class preparation and the efficiency of pre-class preparation were effectively guaranteed.Therefore,the author believes that the flipped classroom teaching model can improve students’ English writing performance.