Volume 10,Issue 8
BOPPPR-Based Blended Teaching of English Writing: A Lesson Study on the Contrastive Argumentation Unit
Based on the BOPPPR diagnostic teaching model for English writing, the course teaching team incorporated ideological and political education elements and high-quality digital teaching resources to design and implement a lesson study on the “Contrastive Argumentation” unit of the course English Writing I: Argumentative Writing. Through two rounds of iterative optimization and empirical exploration of the instructional design, this study constructed a top-level design framework featuring teacher community collaboration as the foundation, digital technology resources as the support, and diagnostic learning for competency improvement as the core. Adhering to the three-dimensional, synergistically integrated, and innovation-led principle of “ideological and political education cultivation, digital empowerment, and diagnostic learning for competency optimization,” this study developed a blended lesson-study teaching model oriented toward holistic education in English writing. The research results show that continuous optimization of instructional objectives, precise alignment of teaching activities, design of authentic situational interactions, scientific construction of instructional scaffolding, and implementation of systematic teaching evaluation can effectively promote the personalized development of students’ learning competencies. Furthermore, this approach facilitates the cultivation of good writing habits among students and helps them establish correct outlooks on learning, life, and values.
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