A Study Of Flipped Classroom Based On Formative-assessment In CET

The current situation of most college English teaching in our country is as follows: As most of the class time is still dominated by teachers who still adopt traditional teaching methods, students are passive recipients of knowledge and only a few of them take part in classroom activities actively. Given the current teaching situation, it is a must to rebuild every link of classroom teaching so that an active atmosphere can be built, where students can become active participants in class-room teaching and think independently and express freely. Concluded from previous studies, flipped classroom teaching based on formative assessment can be an effective way to achieve the goal by stimulating students’learning interest and enhancing their autonomic learning ability, thus promoting their English practical ability.In this study, a contrast experiment was conducted between the experimental and the control group. In the practice of classroom teaching, teacher’s work mainly includes offering learning resources for students, checking students’autonomous learning and solving their problems. Students are expected to fulfill their learning after-class and show their work in class. Performance of students are marked and recorded as criteria of their finals. To evaluate the effects of the experiment, independent sample T-test is used. Meanwhile, some feasible methods, like questionnaire, classroom observation, individual interview and test are employed. The results demonstrate that the adoption of flipped classroom based on formative assessment can stimulate students’learning interest and promote their autonomic learning ability, thus facilitating their English learning ability well. In specific, students made obvious progress in English speaking and reading.