The Application Of Reflective Teaching In English Writting Teaching In Senior High School

English writing is an inseparable part in English learning,which plays a crucial role in English teaching and students' learning,in fact,it is relatively difficult and has always been a weak link in English teaching in China.Improving the current situation of English writing teaching and students' writing level have become an urgent problem that needs solving.In the 1980 s,the concept of reflective teaching has been put forward by the American educator Donald Schon,then many scholars have gradually applied this theory into foreign language teaching.its important value was unanimously recognized by experts and scholars.At present,there are many researches on reflective English teaching in our country,but most of them focus on the research of general reflective teaching.Whereas,fewer and fewer scholars devote to reflective writing teaching,without forming the new writing teaching model.Therefore,this article aims to study how to apply reflective teaching to English writing teaching and then construct a new English writing teaching model.This article intends to apply reflective teaching to high school English writing teaching,and improve the current status of English writing teaching and students' writing ability by constructing a new model of writing teaching.Therefore,this article has introduced related theories about reflective teaching.On this basis,the author has applied a combination of quantitative research with action research to develop an experimental plan.A 18-week comparative experiment was conducted during the internship.In the experimental class,reflective teaching is applied to writing teaching and is closely combined with the process writing teaching method.Whereas,in the control class,traditional product writing teaching approaches are still used.By analyzing the questionnaire and the experimental data,the experimental hypothesis proposed by the author before the experiment was verified and the following findings were found.Firstly,the average scores of the experimental class before and after the experiment were respectively 17.62 points and 20.02 points.By contrasting the data,readers can find that the students' scores have been improved,which have been increased rapidly than the control classes.This proves that the application of reflective teaching in English writing can improve students' English writing skills.Secondly,the results show that both the teachers and students are willing to accept the reflective teaching and they have a positive attitude towards the application of reflective teaching in writing teaching.Thirdly,the use of reflective teaching theory can construct a new model of English writing teaching by the self-reflection and revision,peer communication and reflection,and teachers' feedback and revision.This paper has made extraordinary achievements in proving that the application of reflective teaching in English writing teaching can improve the students' English writing ability and has a significant theoretical and practical significance.Its theoretical significance is mainly reflected in the use of reflective teaching theory to construct a new model of English writing teaching,which proves the feasibility and necessity of reflective teaching theory in high school English writing teaching.In addition,in terms of teaching practice,the author has presented an English writing class that introduced reflective teaching as a teaching case for the majority of teachers as teaching reference.