| English writing teaching is an important part in senior high school English teaching,and the current English Curriculum Standards for Senior High Schools(2017)comes up with the new and explicit requirements for teaching writing.Whereas,in actual senior high school English classes,most English teachers ignore the English writing teaching because of the large amount of correction,time consuming and ineffective teaching effect;and the training of English writing just focuses on assigning tasks and correcting compositions,thus the cultivation of students’ English writing ability to a great extent is neglected.Therefore,the purpose of this study is to apply the blended teaching,which combines traditional face-to-face teaching with modern Internet science and technology,to solve the problems that existed in senior high school English writing teaching,and to enhance students’ interest and confidence in English writing,further,to promote the English writing teaching effect and improve students’ English writing ability.In order to verify the effectiveness of blended teaching in senior high school English writing teaching,this study adopts the action research method,and the students from two classes of XXX senior high school in XX Province are selected as the research subjects of the study.Both classes are experimental classes and Class A has 33 students and Class B has 30 students.It is worth noting that English comprehensive abilities of Class A are better than that of Class B.During the action research,blended English writing teaching based on www.pigai.com.is carried out in two classes.And the author divides the steps of blended English writing into three parts: before-,while-and after-class,and designs different teaching procedures into these three parts.The author has carried out two rounds of action researches,each of which consists of four steps: questions,action plan,implementation and reflection.The data collection tools used in the action research include questionnaires,observation,e-portfolios based on www.pigai.com.and interviews,and SPSS is used to analyze the data that collected from the two rounds of researches,so as to testify the changes of students’ attitude towards English writing teaching and their own English writing level before and after the experiment.After two months of action research,the author collects the data of questionnaires,electronic archives,observation sheets and interviews.Through the qualitative and quantitative analysis of the results,the following conclusions could be made: firstly,the blended English writing teaching model is feasible and effective;this kind of internet-mediated blended model could greatly promote the teaching effect of English writing.Secondly,the use of blended teaching in English writing teaching can help students to establish a positive attitude towards English writing,and their good interest and confidence towards English writing could be consolidated.Thirdly,the application of blended teaching in English writing in senior high school can significantly improve students’ English writing ability.Through the blended writing teaching mode,there is a more clear division of labor between teachers and Internet media.They cooperate with each other so that the students’ writing ability could be greatly improved.To sum up,teachers can solve the existed problems in English writing teaching by making reasonable use of blended teaching,and then improve students’ English writing ability. |
