The Application Of Flipped Class Theory In English Writing Teaching Of C-Level Students Of Grade One In Senior High School

The flipped classroom teaching mode is developed and innovated by Salman Khan.As a teaching method that allows people to learn at anytime,anywhere and not stick to traditional classroom display,it has been very popular abroad,and its research has achieved fruitful results.However,in China,it is more confined to the direct transfer of the surface structure of foreign flipped classroom,without a rational summary and reflection in China’s educational context(especially the actual situation of basic education),to transform it from experience to localization.Therefore,based on the requirements of students’English writing in senior high school,the author carried out an experiment in flipped classroom for four months to 149 students in the first grade of a senior high school in Xiangyang City,Hubei Province in an attempt to find the merits and demerits of its application in the writing teaching of senior high school students.At the beginning of the experiment,this study conducted a questionnaire survey on all 149 students,aiming to hang the picture of the current situation of students’ writing level.Then,class 5 of senior one is set as the experimental class to implement the flipped classroom,and class 13 of senior one is set as the control class to continue the traditional teaching.Continuously track the improvement of their composition scores under the same teacher’s teaching,the same teaching progress,the same examination questions and the same examination composition correction environment.At the end of the semester,that is,at the end of the experiment,a questionnaire survey was conducted again to know the changes of their learning situation,attitude and learning strategies.During the implementation of the experiment,according to the students’classroom participation observed in the classroom,individual interviews were conducted with students in time to solve the problems encountered by students in time.Through various ways to understand the impact of flipped classroom teaching mode on the English writing performance of students in parallel classes of senior one.According to the results of data analysis,questionnaire survey from beginning to end,student interview and classroom observation,the traditional classroom model explanation→proposition writing→ correction feedback teaching mode at this stage cannot make students become the masters of the classroom,and students’ fear of difficulties in English writing output cannot be relieved,so that students’learning ability,initiative Self-reflection and creative thinking ability are limited.Through four months of flipped classroom teaching,students’ autonomous learning ability is enhanced,classroom participation is improved,their fear of difficulties is alleviated,and they have strong interest in learning.Thus,flipped classroom teaching can properly address the problems existing in traditional teaching mode.Students’ writing scores are highly improved,which can serve as convincing explanation of the necessity of applying flipped classroom teaching.At the same time,to ensure the best outcome of flipped teaching,careful teaching design ahead of class is of high significance.Cooperative learning is also high recommended during the teaching process the motivate students’ learning ability.And instant review and feedback from both the teacher’ and the students’ perspective is needed.The experimental research on the "localization" of flipped classroom has achieved good experimental results,which is helpful to promote the process of English education reform and practice in underdeveloped inland areas of China.