Research On The Effect Of Flipped Classroom In English Teaching In Secondary Medical Vocational School

Objective:This study aims to understand the effect of flipped classroom teaching model in English teaching.Method:This study compares the following three aspects of flipped classroom and traditional classroom to:test score(spoken English and written test),students' verbal behavior in class,class satisfaction index.This study also investigate the cognition and acceptance of flipped classroom among students and teachers in Acupuncture and Moxibustion School of Teaching Hospital of TCM so as to promote the reform of English teaching model,which can facilitate the reform of teaching model in medical courses and improve the quality of education.Flipped classroom can be introduced to other traditional Chinese medicine vocational schools and provides theoretical basis and reference for the educational reform of traditional Chinese medicine vocational schools in an era of information technology.By comparing the effects of flipped classroom and traditional classroom,this study also uses document analysis method,questionnaire and observational method(Flanders' Interaction Analysis Categories,FIAC).Results:(1)The students of traditional teaching model group,Grade 2017 and Flipped Classroom Group,Grade 2018 in Acupuncture and Moxibustion School of Teaching Hospital of TCM are not good at English.In spoken English test,students with score(>80)account for only 2.7%in traditional teaching model group and 2.1%in flipped classroom model group;students with score(>60 and<80)account for 17.8%in traditional teaching model group and 17.7%in flipped classroom model group;students with score(<60)account for 79.4%in traditional teaching model group and 80.2%in flipped classroom model group.In written English test,students with score(>80)account for only 4.9%in traditional teaching model group and 3.4%in flipped classroom model group;students with score(>60 and<80)account for 21.6%in traditional teaching model group and 20.1%in flipped classroom model group;students with score(<60)account for 73.4%in traditional teaching model group and 76.4%in flipped classroom model group.The sex ratio,age structure and score of both spoken English and entrance written test of traditional teaching model group and Flipped Classroom Group are not statistically significant.(2)The score of spoken English of Flipped Classroom Group is statistically higher than that of traditional teaching model group while the score of written test is not statistically significant.(3)Flipped Classroom Group has higher ratio of students' verbal behavior than that of traditional teaching model group.Flipped Classroom Group do better in raising students' interests and training students' ability in thinking.(4)Flipped Classroom Group has higher class satisfaction index than traditional teaching model group.Flipped Classroom provides students with the opportunity of cooperative learning and individualized learning.(5)Students' verbal involvement in classroom,class satisfaction index are both statistically related to spoken English(P<0.05).Students with a total(?9)of classroom verbal involvement has higher score of spoken English(score of final spoken English test sbustracts score of entrance spoken English test)(A2>A1),which means they make greater progress in spoken English.Students with a class satisfaction index(?9.2)have higher score of spoken English(score of final spoken English test sbustracts score of entrance spoken English test)(B 2>B1),which means they make greater progress in spoken English.Students' verbal involvement in classroom and class satisfaction index are interacted(P<0.05),students with a total(?9)of classroom verbal involvement and class satisfaction index(?9.2)have the highest score in spoken English(score of final spoken English test sbustracts score of entrance spoken English test)(A2*B2>A2*B1>A1*B2>A1*B1),which means they make the greatest progess in spoken English.(6)Students' verbal involvement in classroom,class satisfaction index are not statistically related to written English(P>0.05).(7)Acceptance index of higher vocational education students is statistically higher than secondary vocational students because that higher vocational education students can arrange their time more properly than secondary vocational students.(8)Flipped Classroom model is better accepted by teachers of common required courses compared with teachers of professional courses.Conclusion:(1)Students of Grade 2017 and 2018 in Acupuncture and Moxibustion School of Teaching Hospital of TCM have poor English,with high ratio of failing.(2)Flipped Classroom promotes the verbal involvement in class of students and thus improves students' spoken English.On contrast,it doesn't influence students' written English.(3)Flipped Classroom increases students' class satisfaction index.(4)Sdudentss' acceptance index of flipped classroom is restricted by time arrangement,tool.(5)Verbal involvement in class and class satisfaction index are statistically significant to students' spoken English.