Contents I. INTRODUCTION
With the rapid development of mobile Internet technology and the deepening reform of modem education system, the field of education is undergoing great changes. The lecturers and learners begin to pay more attention to the application of teaching methods and learning strategies. In recent years, the use of smart phones, laptops and other electronic devices to access information for learning knowledge has become a trend. Flipped classroom, MOOC, micro class, SPOC and other course forms have gradually entered the classroom, improving the enthusiasm of learners. At the same time, “Rain Classroom”, “Tencent Classroom” and other computer-assisted software also emerged, realizing the perfect integration of traditional classroom and modem technology [1]. As a basic course, English scientific paper writing can not only train students’ writing level, but also train their logical thinking ability. However, from the analysis of various English proficiency tests, writing has been the weakness of many Chinese students. This situation puts forward higher requirements for the teaching of English writing. The traditional teaching mode of writing class is generally taught intensively by teachers through multimedia equipment, assigned writing tasks, and then conducted self-study after class. The interaction between teachers and students is less, and relatively mechanized. The students are not very interested in their studies. In addition, if the learning of English writing can break through the limitation of time and space, the effective use of fragmented time will meet the learning requirements of English writing to a greater extent. “Rain Classroom”, “Tencent classroom” and other emerging teaching methods make up for this defect [2]. The blended teaching mode of “Rain Classroom + Offline Teaching” can cover the teaching procedure of Before-class, In-class and After class, realizing the data collection of teachers for the whole teaching process, helping teachers to quantitatively analyze students’ learning from different levels such as pre-class preparation, classroom interaction, after-class assignments, and after-class communication. Therefore, the author applied this teaching method to practice in English writing course and achieved good teaching effect.