A Study On Deep Learning Of English Writing For High School Students Based On Flipped Classroom

Since the implementation of the double reduction policy in July 2020 in our country,it is can be seen that our country is trying its best to improve the quality of school education and teaching.To realize this target,teachers need to always reflect on how to guide students to engage in deeper thinking so that they can understand the deeper connotations of knowledge.Deep learning,as a kind of active learning based on understanding and committed to cultivating higher-order thinking,is a goal that modern teaching should continuously pursue,and this connotation coincides with the original intention of the double reduction policy.The flipped classroom teaching model puts students in the centre of the classroom,and it is able to establish an advantageous learning environment for them to realize in-depth learning in the classroom.At present,there are some troubles and obstacles in China’s writing teaching,for one thing,traditional English writing teaching lacks flexibility,and for another,a few teachers have a slight deviation in their understanding of this teaching model.Based on this,this research intends to integrate the seven powerful strategies of deep learning,namely,the occurrence route of deep learning,and the flipped classroom teaching model organically,so as to build a theoretical model of flipped classroom teaching for the high school students’ deep learning in English writing,and to verify whether and how this model can realize deep learning in high school students’ English writing.The study is planned to be carried out in an ordinary high school in city H.A total of fifty-four students from one of the senior classes were chosen as the main objects of the study,which lasted for more than three months（12 teaching weeks）,and qualitative（classroom observation forms）and quantitative（questionnaires,test papers）data were collected and analyzed to address the following three main research questions: First,what is the actual state of deep learning in English writing for high school students?Second,how can the flipped classroom model be used to achieve deep learning in English writing for the high school students? Third,can the flipped classroom model enhance students’ writing scores and thus promote deep learning in English writing among students?The pedagogical study led to the following conclusions: First,the pre-test data of the deep learning evaluation scale indicate that the present condition of high school students’ deep learning in English writing is as follows: in the interpersonal dimension,high school students lack a clear understanding of the aim of writing,and are not motivated and interested enough to write in English,their oral and written expression skills are limited,their accumulation of words and idiomatic English sentences is limited,and they have not developed good habits of writing and the spirit of interactive inquiry.In the personal dimension,senior high school students lack self-monitoring and independent thinking ability for writing learning,and lack proper writing attitudes and guidance for writing methods.In the cognitive dimension,students lack lots of meaningful writing practice,and they do not take English writing learning seriously and lack authentic writing contexts.Second,through the pedagogical theoretical model that has been designed in this paper,we can find that in the whole English writing flipped classroom,the role of the teacher is to guide and promote students’ learning.The proportion of the students’ language output in the flipped classroom has greatly increased.Therefore,the teaching principle of deep learning and flipped classroom are consistent,and the combination of the two is conducive to achieving deep learning in English writing for high school students.Third,through the three writing tests conducted in the experimental class,it can be concluded that applying this teaching model to high school English writing teaching has boosted students’ writing scores,and by dissecting the pre and post-test data of the deep learning evaluation comparativly and the consequence of classroom observation records,our conclusion is that the flipped classroom teaching model is conducive to promoting the deep learning of the senior high school students’ English writing.As a result,the author of the thesis accepts that the flipped classroom teaching model has a facilitating effect on both enhancing students’ writing scores and achieving deep learning in students’ writing.