An Investigation On The Application Status Of Reflective Teaching In Senior High School English Writing Class

The General High School English Curriculum Standards(2017 Edition 2022 Revision)(after referred to as the "New Curriculum Standards")stipulates that the core literacy of English subjects is composed of four dimensions: language ability,cultural awareness,learning ability and thinking quality.In the teaching process,the four parts are indispensable and influence each other.The in-depth research and application of reflective teaching in high school English classrooms not only meets the requirements of the New Curriculum Standard,meets the needs of China’s new curriculum reform,promotes the professional development of teachers,but also helps to explore and solve teaching problems and cultivate students’ ability to reflect and inquire.But in fact,the application of reflective teaching in high school English writing classes still has many problems.Under the guidance of metacognitive theory and critical theory,this study investigates the implementation status of reflective teaching of high school English writing,and analyzes the problems existing in the reflective teaching of high school English writing and the causes of the problem from the perspectives of teachers and students.This research uses the tools of questionnaire,interviews and classroom observations,taking a high school in Jinzhou as an example,and selects 129 students and 4 teachers as research objects,aiming to answer the following three questions:1.What is the implementation status of reflective teaching of high school English writing?2.What are the problems with the application of reflective teaching in high school English writing?3.What are the causes of problems in the use of reflective teaching in high school English writing?The major findings and results are stated as follows: Firstly,the survey found that reflective teaching in high school English writing classes is not widely used and the application level is shallow.The reflective teaching methods and strategies adopted in high school English writing classes are backward and there is no systematic reflection.Secondly,the problems in the application of reflective teaching in high school English writing courses are as follows: teachers and students do not have a deep understanding of reflective teaching and do not pay enough attention to it;there is no systematic habit of reflection,and the habit of reflection is immature;their reflective practical skills are backward,reflection strategies are very simple and lack of systematic exercise.Thirdly,there are some reasons for the problem,one is that teaching methods are single,and they do not keep pace with the times;teachers have limited reflective ability and cannot think more comprehensively about effective ways to improve English writing teaching.What’s more,student’s knowledge reserve is not large and the knowledge structure is not in shape;Students have superficial understanding of the value of the reflective learning and do not put their understanding into action;Students have little willingness to reflect because their poor initiative.Finally,the school puts too much attention on student achievement and neglects to develop students’ thinking skills and their support for reflective teaching is inadequate.The enlightenment of this study is as follows: Firstly,teachers should consciously strengthen the theoretical learning of reflective teaching and improve the ability of practicing reflective teaching in English writing.Secondly,students should strive to develop good English writing reflection habits and to increase their initiative,and to broaden the channels of reflection in daily writing learning.Thirdly,schools should strengthen the material and institutional safeguards for reflective teaching.