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bsp; poor.  12%  of  the  students  often  take  the  initiative  to  practice English writing, 15% occasionally take the initiative to practice English writing and 73% never take  the  initiative  to  practice  English  writing.  21%  of  the  students  are  very  serious  when practicing English writing, 24% of them are not very serious when practicing English writing, and  55%  of  them  are  able  to  cope  with  the  problems  when  practicing  English  teachers  only scored  the  students’  compositions,  20%  of  them  marked  words,  15%  of  them  pointed  out grammatical mistakes and the advantages and disadvantages of the compositions. 12% of the students often take the initiative to speak in writing class, 21% occasionally take the initiative in writing class and 67% never take the initiative in writing class. 9% of the teachers often tutor the students with poor writing ability after class. The proportion of teachers who occasionally tutor and never tutor is 21% and 65% respectively. 30% of the students think that the teacher’s writing teaching method is very good, that the teacher’s writing teaching method is general, and that  the  teacher’s  writing  teaching  method  is  not  good,  accounting  for  24%  and  46% respectively.

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Chapter 5 Conclusion

5.1 Major Findings

Through  interview  and  questionnaire  survey,  this  paper  has  investigated  the  students’ English writing, and done a lot of preparation work, combining the theory of reflective teaching design, teaching experiment, and the teaching means, teaching idea, teaching goal in time for reflection  and  adjustment,  and  proves  that  the  theory  of  reflective  teaching  in  junior  middle school  English  writing,  English  can  improve  students’  interest  in  English  writing,  improve students’  English  writing  strategies,  to  improve  students’  English  writing.  Compared  with traditional  indoctrination  teaching  mode,  reflective  teaching  is  more  conducive  to  stimulate students’ writing enthusiasm, cultivate their flexible thinking mode, make students form good English learning habits, increase students’ confidence in learning English, so as to achieve the purpose of improving their English writing ability.

In view of the problems existing in this teaching experiment, the author puts forward the following suggestions in order to achieve better research results in the future research. Firstly, the  teaching  plan  should  be  fully  adjusted  in  combination  with  the  teaching  hours,  so  as  to complete the teaching progress without causing too heavy burden on students; secondly, the scope of sample selection should be expanded to 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。