An Empirical Research On Teaching Design Of English Writing Based On Flipped Classroom In Senior High School

Flipped classroom is a new classroom teaching model changed from traditional classroom teaching model. It means that students shall firstly watch teaching video recorded by teachers or downloaded from internet before attending class. However, in class, communications between students and teachers shall be made, which is to perfectly make them understanding relevant knowledge and finishing their works. English writing is another presentation of language and is also important part of English in senior high school. For why conduct writing and how to make writing and each step of writing as well as other problems, learning condition of students may be affected. Now, many students have writing anxieties and do not like writing, so flipped classroom is combined with writing teaching design to make students understanding and perfectly learning dull knowledge at home. In class, students may communicate with others and finish exercise. This empirical research selects 131 students from two classes in a Harbin senior high school of Grade Three to be object. Empirical research is made based on relation between English writing teaching designs of flipped classroom in senior high school and writing test performance of English learners. Relation among English writing teaching designs in senior high school applied in flipped classroom and English writing ability of senior students as well as test results is mainly researched. Applicability of teaching model of flipped classroom that is applied to national English language teaching design in senior high school is further discussed.This dissertation consists of six chapters: the first chapter is introduction, which is briefly to introduce the research background, meaning, purpose and frame of the dissertation. English teachers and senior students will neither like nor dislike making English writing, and the teaching model of flipped classroom is properly and effectively beneficial to assisting teachers and students to solve this problem, which is to make students independently learning. As facing problems not understood, students may exchange with teachers and others. The second chapter is literature review, which is emphatically to introduce origin, feature, advantage, teaching principle, value of flipped classroom and American practices in class to make teachers and students better understanding this new kind of teaching model of flipped classroom. The third chapter is theoretical basis, which is mainly to introduce Piaget’s theory of cognitive development, constructivism learning theory, learner autonomy theory and analysis of overseas and domestic research status to make teachers and students understanding the theoretical basis of this teaching model. This kind of teaching model of flipped classroom is more focused, and is further adopted. The fourth chapter is investigation of English writing teaching design of flipped classroom in senior high school. Various research methods, including questionnaire, testing, observation method and conversation method, etc are adopted. In experimental class, teaching design of senior English writing applied in flipped classroom is implemented. Relevant data is collected and analyzed, and relevant data is presented. The fifth chapter is data analysis and conclusion. Experimental data indicates that teaching design of senior English writing based on flipped classroom has significant effect on improving English writing performance of students of average and inferior academic achievement as well as polarization of English writing performance of the class. English writing test scores of independent study is better than that of teaching. The data integrally indicates that, English writing in senior high school based on flipped classroom could promote students’ learning interest and better amend traditional classroom teaching mode, i.e. teaching design of English writing in senior high school only pays attention to the teachers’ teaching and ignores the students’ negative conditions. This empirical research, the problems found before and after the experiment as well as the solutions to the problem can better help students improve their English writing performance. The sixth part is suggestions and reflections of teaching design of senior English writing based on flipped classroom. Combination of experimental results and summary of advantages and disadvantages of flipped classroom teaching mode applied to teaching of senior English writing provide scientific reference for senior teachers to better use flipped classroom teaching mode, to cultivate students’ autonomous learning ability and to improve their English writing performance.Innovation of the research is to find the problems in the practical application of the flipped classroom, for example, whether the students are interested in English writing, whether they have motivation for study of English writing, whether students could study independently, their opinions on textbooks and teachers’ grasp of multimedia technology. It also involves solving problems based on cognitive development theory and constructivism learning theory and putting forward practical and effective solutions.Questionnaire could help us to know students’ interest, motivation and autonomous learning, their opinions on textbooks and teachers’ grasp of multimedia technology, based on which English writing teaching is designed. It is expected that students’ enthusiasm for learning could be aroused through teaching mode such as flipped classroom; all students could be involved in classroom teaching; students could be cultivated to actively express their opinions in class and display English writing when appropriate. This dissertation not only could prove feasibility of flipped classroom in English writing teaching design, and enrich practical experience of flipped classroom in English writing teaching in China but also could provide reference and suggestions for better design of senior English writing.