Teaching Design And Case Study Of English Writing For Senior One Students Based On Blended Learning

In the era of rapid development of the Internet,the ways of obtaining knowledge are very different from before.The new generation who grew up at the time is surely unsatisfied with traditional learning ways.Nowadays “blended learning” has become the hottest word of educational innovation,which integrates online learning and traditional classroom learning.Through the combination of face-to-face classroom teaching and online autonomic learning,it can develop students’ learning interests to improve the quality of English writing teaching.English writing is an important part of cultivating students’ ability of English application.However,writing teaching has always been a weak part.It is common that students see writing as a nightmare while teachers see the correction of composition as a headache.In order to find how it happens,the author conducts a questionnaire survey in Zhangzhou High school,Fujian Province.As a result,the author finds that the teaching method of English writing is too simple,students are not interested in learning English,let alone writing,even some don’t have the slightest enthusiasm in writing.Furthermore,some students’ autonomic learning ability for English writing is limited,and the teachers’ feedback is not timely.So it’s difficult to teach them in accordance with their aptitude.In the writing course,the rate of network utilizing is not high in the high middle school.In this case,the author takes her students as research objects to carry on an experiment,applying blended learning into English writing teaching,and takes Pigai network and the QQ group as platforms to create blended learning environment and then makes an instructional design to put into practice for the integration of the face to face classroom teaching and the network teaching.After one year’s experiment,the study shows that the student’s participation in learning has improved and their interests in English writing is raised,as well as the efficiency of writing,and the teachers’ correction of writing is speeded.The author hopes to share the pleasure with front-line teachers of middle schools and provide them with constructive referential suggestions.