| English writing has been playing an important role in English teaching in senior high school.The New Curriculum Standard puts forward a series of new requirements for English writing teaching and learning in senior high school.However,there are still many problems in the current English writing in senior high school.For teachers,ignoring English writing teaching;outdated evaluation and so on.For students,lacking of English writing practice;losing interest in English writing;weak autonomous and cooperative learning ability and so on.Therefore,scholars and English teachers have been exploring how to use the more scientific and effective teaching methods to improve these problems in the English writing.Driven by the wave of information and technology,as a new teaching model,the Flipped Classroom Teaching Model has developed rapidly on a global scale.The Flipped Classroom Teaching Model inverts the sequences of knowledge transferring in class and knowledge internalizing after class.In the Flipped Classroom Teaching Model,the construction of knowledge happens before class while the internalization of knowledge happens in class,which more emphasizes to motivate students’ interest in English writing,and cultivate students’ autonomous learning ability,and enhance students’ cooperative and innovative awareness.These distinctive characteristics of the Flipped Classroom Teaching Model meet the new requirements that are put forward by the New Curriculum Standard for senior high school.Therefore,based on the blended learning theory,constructivism learning theory and cooperative learning theory,this empirical research applies the Flipped Classroom Teaching Model to English argumentative writing in senior high school.This research aims to explore whether the Flipped Classroom Teaching Model can have positive effects on English argumentative writing in senior high school.This research chooses 109 Senior Two students in the No.68 Middle School in Urumqi as research subjects.The experimental class is 54 people,in which the Flipped Classroom Teaching Model is employed in English argumentative writing.55 people in the controlled class,where employs the product approach in English argumentative writing.The experiment lasts four months,nearly one semester.The experimental instruments include questionnaires and writing test papers and interview sheet,and used SPSS for data statistics and analysis.The researcherattempts to solve the following three questions with the intention of the research:1.What is the current situation of English writing for Senior Two students in No.68 Middle School of Urumqi?2.Can the Flipped Classroom Teaching Model improve students’ English writing test scores more effectively than traditional teaching method?3.What is the level of students’ acceptance about the Flipped Classroom Teaching Model to English writing in No.68 Middle School of Urumqi?The major findings of this research are concluded as follows:According to the results of pre-questionnaire,the current situation of English writing for Senior Two students are more clearer in No.68 Middle School of Urumqi.It is mainly reflected from the following three aspects: First,most students are not satisfied with their English writing performance.Second,students do not pay attention to English writing learning methods.Third,students lack confidence in English writing.According to the analysis of the writing test scores between the experimental class and the controlled class in pretest and post-test,it is proved that the Flipped Classroom Teaching Model is more effective to improve students’ English writing test scores than the traditional teaching method.This empirical research has achieved the expected research purpose.According to the analysis and discussion,the post-questionnaire and the interview in the experimental class has solved the third research question.The results indicate that students in the experimental class have a positive degree of acceptance for the Flipped Classroom Teaching Model in English writing. |
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