An Investigation On The Application Of The Blended Learning Mode To Junior High School English Writing Teaching

Blended learning is a teaching mode in which teachers and students develop learning actions through combining traditional classroom teaching with online teaching and using classroom and mobile terminal devices as media.Teachers arrange teaching activities reasonably according to teaching content and students’ acceptance,and students plan learning process based on learning habits and abilities.The blended learning of junior high school English writing is the embodiment of this mode in junior high school English teaching.Currently,the research on blended English writing learning research focuses on experimental research and lacks investigation.Based on this,under the guidance of constructivism theory,this study investigates a class in a junior high school in Hefei to explore and solve the following problems:1.What is the status quo in junior high school English writing teaching?2.How should teachers effectively develop blended learning based on students’ writing problems?3.How to make up for the deficiencies of blended writing learning according to related theories?Through the questionnaire,classroom observation and interview,this study investigates the implementation process of blended writing learning in the class.The questionnaire results show the status quo of junior high school English writing teaching: students attach great importance to writing,but they have difficulties in writing;students have a particular autonomous learning ability to learn by blended learning mode.Classroom observation and interviews reflect the implementation process of blended writing teaching and students’ feedback to this mode.The author finds its advantages and disadvantages: 1.blended learning mode can be applied to junior high school English writing teaching;2.blended writing learning mode has excellent functions on promoting primary factors of writing teaching;3.the construction of students’ high-level writing thinking is insufficient in the implementation of blended writing learning mode;4.the blend of evaluation methods in the blended writing learning process is incomplete.Based on the research results,the author puts forward the following possible strategies:1.increasing higher-level thinking activities in the teaching;2.diversifying the evaluation subjects and evaluation methods in the whole teaching process;3.strengthening the management in the teaching process.Through this study,the author summarizes the implementation ways of blended writing learning,finds its shortcomings,and puts forward possible improvement strategies to provide a reference for teachers and promote the application of blended learning mode in writing teaching.