A Study Of College English Writing Teaching In Flipped Classroom

The rapid development of information technology leads to an unprecedented educational revolution.The emergency of new teaching models such as MOOCs,flipped classroom and online teaching exerts an enormous influence on education and teaching.Especially,the flipped classroom has been widely applied in education at all levels.The implementation of the flipped classroom can improve the effectiveness of teaching and learning,which has been demonstrated in literature at home and abroad.The flipped classroom and students' learning autonomy complement each other,and learning autonomy in flipped classroom is dominated and regulated by meta-cognition,and reflects and improves meta-cognitive ability.Flipped classroom plays an important role in fostering and enhancing students' meta-cognition,and in turn,promoting students' learning autonomy.This study aims to explore how the flipped classroom influences students' meta-cognition and writing scores and their relationship based on 14-week English writing teaching in flipped classroom.The study adopts quasi-experiment method.The research participants are 80 students totally from two natural classes in China University of Geosciences Great Wall College.One is an experimental class and the other is a control one.The data analysis of the pre-test and pro-test of the two classes and the meta-cognitive questionnaires in the experimental class before and after the experiment by SPSS.19 shows the results as follows:(1)Compared with the control class,the English writing scores in the experimental class are much higher.The English writing scores of the control class are also improved,however,the improvement is not significant.(2)The average value of the three dimensions of students' meta-cognition knowledge,meta-cognition experience and meta-cognition monitoring of the post-questionnaire is higher than that of the previous one.(3)There is a correlation between meta-cognition and students' writing scores,however,the correlation is not significant.This study optimizes students' writing process in the three aspects: writing environment,writing method and writing content,which changes teaching from“teacher's teaching”to “students' learning”,and change students from “passive learning” to “active learning”.This study has a positive significance in strengthening students' meta-cognition consciousness,promoting students' learning autonomy,and improving students' writing scores.