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

As one of the four basic skills in English learning,English writing ability is the comprehensive embodiment of English learners’ cognitive level and expression ability.As middle school students are in the primary stage of English learning,they have some inevitable problems in writing,such as incomplete mastery of grammar knowledge,lack of language knowledge,insufficient vocabulary and relatively limited reserve of writing materials.In addition,there are other problems,such as the rather outdated teaching concepts held by teachers,the unchangeable teaching methods that teachers applied,and students cannot apply proper learning strategies and lack self-control of the learning process,and so on.All these factors have affected the improvement of writing teaching efficiency.This paper argues that to improve the effectiveness of English writing teaching,we should make some change in the mode of teacher’s teaching and students’ learning.On the one hand,we should explore how to help students solve the difficulties in the writing process with the guidance of scientific teaching concepts and effective teaching strategies;on the other hand,it is necessary to help middle school students develop the consciousness of self-directed learning and improve the ability of self-directed learning of English writing.In the past decade,Flipped Classroom has become a new form of teaching organization that gained attention from global educators.Flipped Classroom is not only to "reverse" the teaching process of traditional classroom by means of teaching online courses and providing teaching videos,but also to reconstruct the learning process of students.We should replace the previous model of attaching importance to knowledge transfer with teaching with a student-oriented,teacher-led learning model.This paper tries to make an in-depth study of the implementation principles and the teaching effects of Flipped Classroom teaching module in junior middle school English writing class through experiments.This study carried out teaching experiments in two Grade 8 classes(the second grade of junior middle school)of a junior middle school in Huanggang city.One class is the experimental class(56 students)and the other is the control class(56 students).This experiment mainly studies the following two questions:(1)Can Flipped Classroom Teaching improve junior middle school students’ English writing ability?(2)Can Flipped Classroom Teaching improve junior middle school students’ self-directed learning ability in English writing ?During the experimental period,the same English teacher taught the experimental class and control class,and the classroom teaching time of the two classes was the same,as well as the pre class and post class homework time.In the experimental class,Flipped Classroom teaching model is applied,while in the control class,traditional English writing teaching is carried out.The results of the experiment showed that:(1)Flipped Classroom teaching has a positive impact on junior middle school students’ accumulation of English vocabulary,enhancement of grammar ability and improvement of narrative logic.(2)Compared with the traditional English writing teaching mode,Flipped Classroom teaching has a strong promoting effect on junior middle school students’ self-directed initiative in English writing and enhances their motivation,self-efficacy and ability to adjust learning strategies.By obtaining and effectively utilizing internet resources,Flipped Classroom teaching helps to improve the efficiency of school English writing teaching.Flipped Classroom teaching model could provide new ideas for English writing teaching reform.