An Empirical Study Of Blended Learning In The Teaching Of Secondary Vocational School English Writing

English，an international language is not only the basic curriculum for all kinds ofschools or all levels of schools but also the required course in a variety of socialtrainings and examinations in China since China entered into the WTO. Obviously,English learning and popularity has had a pivotal position. However, by now Englishwriting has been one of the most difficult problems in English teaching, especially, inthe secondary vocational school. As we all know, although both teachers and studentsmake great efforts during the English writing teaching, it seems that they are allfruitless. Therefore, careful study of English writing teaching is imperative insecondary vocational school.Blended learning combines face-to-face classroom learning with the e-learningorganically, with the advantages of the integration of the above-mentioned teachingmethods, which is comprehensively adopting the form of collective teaching focusedteachers’ teaching, group teaching based on "cooperative teaching”, and alearner-oriented teaching. Blended learning is a teaching method as well as a learningmethod. This emerging pattern is consistent with current learning paradigm shift, thatis, a form teacher-centered to student-centered transformation. Thus a teacher’s guiding,inspiring and monitoring role will be initiated during the practical teaching, alsolearner’s autonomy and creativity are emphasized. By blended learning, the purpose ofoptimization of the effectiveness can be achieved in teaching and learning. What’smore, it can conform to the requirements of the course reform of elementary educationto have blended learning. In all, blended learning can change teachers’ teachingbehavior fundamentally.Based on detailed literature review, current status of secondary vocationalstudents ’ English writing teaching can be learned about by means of collecting thefactual materials through questionnaires and interviews from first-line teaching. Withthe characters of secondary vocational students ’ English writing teaching, a blendedlearning model in vocational school English writing teaching is worked out. Then taking the CNC professional students in three classes for the study in Wuxi TechnicianCollege, the author begins the new study on the effectiveness of teaching mode insecondary vocational school English writing. After a one-term empirical study ofblended learning in the teaching of vocational school English writing, it has turned outthat students ’ writing scores have been improved, students’ interest and confidencelearning have been also enhanced. Finally, we can draw a conclusion that blendedlearning model is to improve the efficiency and quality of vocational school Englishwriting teaching in an effective way.