The Application Of Asynchronous Teaching Methodology In Senior High Students’ Writing Teaching

The development of China’s economy and new opening policy bring newchallenges to English teaching and learning. In today’s China, English learning hasbecome more universal. On that account, school’s education becomes a kind of veryimportant and useful way for English teaching and learning. However, the traditionalEnglish teaching has some drawbacks. Recent years in China, plenty of senior highschools divide these young students into different level’ classes according to theirgrades of senior high school entrance examination. It seems much fit for students’need of different levels by this hierarchical teaching method. But even in the sameclass, students still have different language levels. There is a problem about differencebetween the English language level and the total score. High score does not mean thatthe student’s language ability is high. How to give a class to let all students learnsomething as much as possible in one class is still a question, but Asynchronousteaching methodology is a kind of modern teaching mode which can reflect the wholelearning process of students and how they learn autonomously under the teachers’guidance. This Asynchronous autonomous learning process has six steps, includingself-study, inspiration, revision, homework, correcting mistakes and summary. Basedon these steps, the author tries to apply a kind of model to help different students toimprove their writing ability in order to let them increase their English grades. At thesame time, the middle school New Curriculum (2003version) sets five objectives formiddle school English teaching. The most important one is to develop students’autonomous learning ability and let them suck knowledge by themselves and trainingEnglish writing ability is one of the important tasks of high school English teaching. Writing capacity can reflect the comprehensive English language capacity by writingan essay.First this paper states a brief background of Asynchronous teaching, theproblems of traditional Synchronous writing teaching and the relationship and theinfluence betweenAsynchronous teaching and autonomous learning；and the relevanttheoretical supports of high school feasible Asynchronous teaching, such as theanalysis of students’ learning situation and optimization teaching theory. Then theauthor discusses the necessity of improving Students’ autonomous writing ability byAsynchronous teaching. Next the author begins to research the Asynchronousteaching mode and analyzes the result. This is a preparation for carrying out theAsynchronous teaching. The author adopts varieties of ways to research, containingquestionnaire survey, random sampling interview and scores comparison. Finally theauthor gives some suggestions for application of Asynchronous teaching in highschool teaching. It points out the strategies of usual problems appearing in teachingand the affective factors during theAsynchronous teaching.