An Experimental Study Of Improving College Students’ IC Competence By The Flipped Classroom Teaching

The Flipped Classroom Teaching method was proposed by two American chemistry teachers in high school in 2007. The method has been widely and swiftly spread throughout the whole world within 8 years, which is also commonly considered as a worthy promotion in language teaching in China. With the further advance of globalization, the demand for higher learning competence in intercultural communication has been improved increasingly. This thesis, in response to the current situation of Internet-assisted learning, under the combination of the Flipped Classroom Teaching method, college English teaching and the IC competence, explored the efficient improvement of students’ IC competence.The purpose of this study was to examine the effects of the improving students’ IC competence by the Flipped Classroom Teaching method. The subjects involved in the study were 100 non-English major freshmen of two graded English classes from Wuhan Bio-engineering Institute (50 majoring in Architecture,25 in Applied Chemistry,20 in Food Science, and 5 in Sports). During the 16-week experiment, one graded English class, the experimental group, was undergone the Flipped Classroom Teaching method and the other one as the comparative group was undergone the traditional teaching mode. The analysis of the research data revealed that the Flipped Classroom Teaching method effectively played a role in improving students’ IC competence, the learning efficiency would be enhanced with the current Internet-assisted mode, the convenience and variety of learning ways increased the learners’ interests. The conclusion of this study brought significance to the reform of efficient teaching methods in college English teaching.