A Research Of The Application Of Reflective Teaching On Senior High School Students’ English Writing Feedback

Since the 1980 s, lots of scholars and teachers have explained the importance of a teaching theory in the field of education-- the reflective teaching theory on the basis of Dewey’s reflective thinking. Since the 1990 s, the reflective teaching theory has gradually been introduced into foreign language education. Reflective teaching not only has a positive effect on the improvement of teaching results, but also on the promote of teachers’ professional development. Teachers should cultivate their reflective consciousness in the teaching practice and update their teaching concepts and adjust their teaching behavior constantly through reflection. In recent years, the scholars and teachers in our country are also paying more and more attention to the reflective teaching theory.English writing is an output skill which is relatively difficult among listening, speaking, reading and writing. It reflects the learner’s comprehensive ability of using language. However, the teaching of English writing is always a weak part in senior high school in China. On one hand, it is difficult for teachers to teach writing since it costs lots of energy but pays back little; on the other hand, students find it hard to write English compositions. They practise over and over again, but still hard to get improved. Study shows that an important reason of this phenomenon is the lack of effective feedback model. Therefore, according to the characteristic of English writing feedback, apply the reflective teaching theory to English writing feedback.The study adopted the method of qualitative and quantitative research and action research, mainly discusses three issues: first, whether the reflective teaching make a significant difference during the process of English writing; second, how to use the theory of reflective teaching to construct high school English writing feedback mode; third, teachers and students’ attitude towards reflective teaching. The study shows: first, through the comparison of the average grades of students’ compositions before and after the research, the students’ English writing ability has improved greatly, which proves that reflective teaching make a significant difference during the process of English writing; second, self feedback, peer feedback and teacher feedback all have a positive effect to writing, among which teacher feedback influences most and self feedback influences least. Reflective teaching needs a motive teaching process; third, teachers and students’ attitude towards reflective teaching is positive.This paper is divided into five parts: the first part is an introduction, which introduces the background, purpose and significance of this study; the second part summarizes the research status quo and the related theory; the third part is the research design, introduces the research object, research methods, research tools; the fourth part is the construction of the guidance of senior high school English writing feedback model under the reflective teaching theory; the fifth part is the summary, which includes the reflection of the research and some suggestions.This paper combines the theory of reflective teaching with the feedback of English writing organically to improve students’ English writing level from the aspect of both teachers and students, so as to improve the students’ English comprehensive ability.