A Study On The Application Of Flipped Class In The Hieraarchical Teaching Of English Writing In Senior High School

For a long time,China's educational practice overemphasizes the common requirements and unified development,while neglecting the cultivation of students' personality.With the promotion of quality education and new curriculum reform,teachers are required to respect the rich diversity of each student,and pay attention to personalized education in teaching practice in order to provide conditions for the development of each student.In such a new era,stratified teaching,as an effective teaching strategy,has pushed onto the stage of education and achieved some great grades.However,due to the dual restrictions of exam-oriented education and traditional classroom,China's primary and secondary schools face with some problems in the development of stratified teaching,and it has not played a real effect.Therefore,the author thinks it is an innovative and effective teaching method to apply it to English writing teaching in Senior High School.Based on the analysis of relevant papers and periodicals on the teaching of English writing at different levels both at home and abroad,the author puts forward four research topics as follows: First,current situation and problems of students' writing.Second,this paper explores how to apply the flipped class teaching method to the teaching of English writing at different levels in senior high schools.Third,to explore the changes of senior high school students' interest in English writing and their feelings on the differences between the traditional classroom and the flipped classroom after the application of the hierarchical teaching method.Fourth,to explore whether the class-based approach to English writing can effectively improve students' writing grade.First of all,the author tested the writing scores of 42 students in the experimental class of grade one of the fifth Senior High School in HuLan District district of Harbin City.By using SPSS data analysis software,the author tests the quality and validity of this study.Secondly,in order to find out how to apply the flipped classroom teaching model to senior middle school stratified soft English writing teaching and whether it is effective to use this teaching model to teach English writing,the author conducted an empirical study on the experimental class for 17 weeks.Through the experiment before and after,the results were compared and analyzed,and it was found that the students of the experiment had made significant progress after the 17-week classroom teaching mode of English writing.Therefore,it proves the effectiveness of applying flipped class to the teaching of writing in senior high school.On this basis,the author conducted interviews with ten students in the experimental class.Ten students were five good students and five bad students,it is found that students believe that the teaching of writing in different levels can enhance their interest and confidence in learning English writing and help them master the methods of learning English writing,so as to improve their English writing performance.