A Study On The Application Of Flipped Classroom In The Hierarchical Teaching Of English Writing In Junior High School

The education of our country always pays attention to the problem of consistency of teaching and the generality of students,but seldom pays attention to the individual needs of students.In recent years,the state has attached great importance to education and has issued a series of policies,among which the quality-oriented education and the new curriculum reform constantly require teachers to pay attention to students’ individual differences in teaching,and implement personalized education for all students.Hierarchical teaching caters to this demand from the perspective of students’ differences.However,in the traditional class teaching,hierarchical teaching can’t play its best effect due to the limitation of time and space in class and the restriction of students’ psychology.Thanks to the development of multimedia and information age promotes the innovation of teaching methods,the appearance of flipped classroom breaks the space-time limitation of traditional classroom,reverses the teaching order and adjusts the teaching time,so that students can learn independently.The combination of flipped class and hierarchical teaching can meet the requirements of education and realize students’ individual learning and autonomous learning.The theoretical basis of this study is the theory of autonomous learning,the theory of cooperative learning and the theory of the zone of proximal development.At the same time,this research combines flipped classroom with hierarchical teaching closely in junior high school English writing.The author selected 48 students from the second class of the eighth grade of a middle school in Harbin as the main research object to study the following questions: Firstly,how to apply flipped classroom to the hierarchical teaching of English writing in junior high school.Secondly,whether the application of flipped classroom in the hierarchical teaching of English writing in junior high school can improve the writing interest and ability of middle school students.Thirdly,what are the different influences of the flipped classroom applied to the hierarchical teaching of English writing in junior high school on the students of high,middle and low levels.First of all,the author organized a pre-writing test and a questionnaire survey on the class in order to know the writing level and interest of the students and stratify the students in a reasonable way.Then,the flipped classroom was applied to the hierarchical writing teaching for teaching design and empirical research.Finally,the author conducted a postwriting test for the class and selected 6 students at different levels to conduct interviews,and the data were analyzed by using SPSS24.0 software to explain the above three questions.After 16 weeks of teaching practice,the author drew the following conclusions:First,we could combine the three steps of pre-class preparation and assignment of tasks,discussion in class and consolidation after class,and apply the flipped classroom to the hierarchical teaching of English writing in junior high school.Second,the use of flipped classroom in the hierarchical teaching of English writing in junior high school can effectively improve learners’ English composition performance and cultivate their writing interest.Third,the application of flipped classroom in the hierarchical teaching of English writing in junior high school had the greatest effect on the achievement of students in lower group,followed by middle group and finally by high group.At the same time,in the population distribution,the number of students in the lower group decreased significantly,and the number of students in the higher group increased markedly.