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针对本次教学实验中存在的问题，笔者提出以下建议，以期在今后的研究中取得更好的研究成果。一是结合教学时数全面调整教学计划，在不给学生造成过重负担的情况下完成教学进度；其次，扩大样本选择范围，提高研究结果的准确性；第三，加强自身的学习能力和素养，丰富相关理论知识。

Chapter 1 Introduction

1.1 Background of the Research

In the history of human development, education has always occupied a vital position. The transmission  of  various  knowledge  and  the  advancement  of  skills  require  the  support  of education.  It  is  precisely  because  of  this  recognition  that  countries  around  the  world  have devoted  themselves  to  the  development  of  education  and  invested  a  lot  of  human  resources, material  resources  and  financial  resources  in  theoretical  exploration  and  practical  research. Especially after entering the 1980s, Western capitalist countries have invested a lot of resources in the reform of teacher education, which has greatly promoted the innovation and development of teaching practice and teaching theory. And reflective teaching came into being under this background. Reflective teaching theory originated in the 1980s in Europe and the United States, and then rapidly expanded to the world’s educational circles. It has become an educational trend of  thought  to  cultivate  teachers’  reflective  ability  and  promote  teachers’  professional development. Chinese scholars began to study reflective teaching theory in the 1990s. Since then, there have been more and more research results on reflective teaching theory. As we know, at this stage, the majority of Chinese parents have paid great attention to and valued English learning in junior high school, and there are also a large number of junior high school English teachers in China. In order to effectively improve students’ English performance, parents have enrolled students in various supplementary classes in addition to two to three English classes a week in the school to carry out targeted English tutoring. It is observed that writing is the most troublesome aspect of English learning for junior high school students. Due to various teaching tasks,  tense  English  class  hours,  long  time-consuming  writing  training  and  poor  effect  in correcting compositions, many English teachers pay more attention to the training of listening and  speaking,  neglecting  students’  ability  of  written  expression  and  comprehensive  use  of language, which leads to the teaching of English writing. The effect is not good, and students’ English writing ability is low. Moreover, in real life, due to the heavy pressure of entering a higher  school,  and  the  proportion  of  composition  score  in  the  senior  high  school  entrance examination is not very high, which also leads to teachers’ insufficient attention to composition. In  order  to  change  this  phenomenon,  the  state  has  launched  a  new  round  of  basic  education curriculum 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。