A Study Of The Application Of The Flipped Classroom In Non-English Major English Reading Teaching

English basic skills include listening,speaking,reading and writing.Reading is one of the main ways of information input,so the improvement of reading ability has a vital role to promote the development of learners’ English ability.Today’s world is a global society,and English is regarded as world’s common language,so the improvement of reading ability can broaden access to get information.So reading teaching is the key in the English teaching.Nevertheless,the current situation of English reading teaching in China is not satisfactory.Most of the reading teaching modes adopted in China are PWP(pre-reading,while-reading,post-reading)mode,task-based reading teaching mode,etc.Under these kinds of teaching mode,teachers are still the masters of the classroom,and learners’ initiative reading has not been given full play.Flipped Classroom teaching mode is known as the subversion of traditional classroom teaching mode,because it can overcome the disadvantages of traditional teaching mode.It makes students become the master of the classroom,so Flipped Classroom teaching mode becomes more and more popular in the field of teaching and research.The purpose of this paper is to research the effectiveness of Flipped Classroom teaching mode in the process of college English reading teaching.There are two research questions: 1.Whether the application of Flipped Classroom teaching mode can improve the non-English major students’ reading achievement;2.Whether the application of Flipped Classroom can enhance autonomous learning ability.The author chose the non-English majors in Northwest Normal University as the study subjects.The research instruments used in this experiment included self-made micro video;final exam(the first semester in 2016-2017 and2017-2018)for freshmen in Northwest Normal University.,the questionnaire of autonomous learning ability of college students.The research process is divided into three stages.The first stage is the pre-test of English reading ability and pre-questionnaire of autonomous learning ability.The second stage is to teach the experimental class and the control class respectively.Flipped Classroom teaching mode is used in the experimental class,while the traditional teaching mode is used in the control class.The third stage is the post-test of English reading ability,post-questionnaire of autonomous learning ability and interview.After the experiment,the data is analyzed by SPSS.According to the statistics and analysis of data,the author gets the following findings:1.Reading proficiency in experimental class is improved significantly under Flipped Classroom teachingmode.2.According to the analysis and interview analysis of the questionnaire,the autonomous learning ability of non-English majors is improved significantly under Flipped Classroom teaching mode.The implications of this study are: compared with traditional English reading teaching classes,Flipped Classroom can make students become the center of the classroom and stimulate student’ interest in learning.So it can effectively improve students’ learning outcomes.This study is limited to study time and the author’s own research experience,which still needs to be further studied and verified.