A Study On The Application Of Backward Design To English Writing Teaching In Junior High School

National English Curriculum Standards for Compulsory Education(2022 Edition)clearly mentions that teachers should maintain students’ interest in English learning,enhance their self-confidence and enable them to learn independently at the compulsory education stage.Writing,as an important communicative means of language output,plays an important role in English teaching.However,imitation and recitation are still the main methods in the real process of English writing teaching,in this case,students’ writing emotion is often neglected and their writing ability can’t be improved effectively.In view of the current situation of junior high school writing teaching,it is urgent for us to find a teaching model that emphasizes the “student-centered” and attaches importance to the cultivation of writing emotion and the development of writing ability.Backward design,as a new teaching model,meets the development needs of students’ writing emotion and ability.Therefore,based on Taylor Principle and Constructivist Theory,the reaearch will apply backward design to junior high school English writing teaching,aiming at exploring the following two questions:1.What effect does the application of backward design have on junior high school students’ writing emotion?2.What effect does the application of backward design have on junior high school students’ writing ability?In order to explore the research questions above,106 students from two parallel classes of Grade 8 in a middle school of GZ are selected as the research subjects.And the experimental class(EC)is guided by backward design,while the control class(CC)is taught by the traditional writing teaching model.In this research,questionnaires,English writing test papers and interview are adopted as main research instruments.First of all,through questionnaires before and after the experiment,the condition of students’ writing emotion can be detected to know whether students’ writing interest,confidence and attitude have been improved.Secondly,by comparing the results of two writing tests before and after the experiment,the change of students’ writing ability of the two classes is measured before and after the experiment.Finally,in order to make the experimental results more convincing and authoritative,students are interviewed after the experiment.After the collection of experimental data,SPSS23.0 software is used for statistical analysis.The research results demonstrate that: firstly,the application of backward design has a positive impact on junior high school students’ writing emotion,which mainly manifests improvements in students’ writing interest,writing confidence and writing attitude;sencondly,the application of backward design can effectively improve students’ English writing ability,which is embodied in three aspects: writing content,language and structure.In short,the paper tries to discuss the practical value of backward design in junior high school English writing teaching,which proves that backward design is an effective teaching model in improving students’ English writing level and the current situation of junior high school English writing teaching.It provides new theoretical guidances and teaching model references for junior high school English writing teaching in a certain sense.