A Study Of The Practice And Problems Of College English Flipped-Class Teaching Model

A flipped class has been a trend in the domestic higher education in deepened reform with the enhancement of a curriculum and new technology and the fast development of information technology.Moreover,College English Curriculum Requirements(2007)has pointed out that a flipped class teaching model is encouraged to be used in college English curriculum.The thesis reports the practice and problems of a flipped college English class teaching model in Nanjing University of Aeronautics and Astronautics(NUAA),which blends online lectures,exercises,and communication with off-line interactive class activities,analyzes the problems and puts forward some teaching implications with the theoretical instructions of constructivist learning theory and effective teaching theory.The study aims to solve the below two research questions.First,what are the practice and the problems of online lectures? What are the practice and problems of online learning materials? What are the practice and problems of the autonomous learning situation of college students?Second,what are the practice and problems of off-line class?A questionnaire was adopted to investigate 239 full-time non-English majors whose English are the same level3 from ten different departments in Grade 2016 from Nanjing University of Aeronautics and Astronautics.The participates including 150 boys,89 girls and 162 science students,77 liberal arts students have received a year of English learning under the flipped college English class teaching model of NUAA.After that,a face-to-face interview was conducted between the author and the 12 sampled students from different majors consisting of 6 females and 6 males.The results of the study are as follows.Firstly,the number of online learning materials is not appropriate overall;the online learning contents is a little more difficult totally;the attractiveness of online learning materials is positive;and the participants are satisfied with the effects of the online learning materials.A significant difference occurs in gender in the difficulty of onlinelearning materials,and there is no significance in liberal arts and science.Meanwhile,some problems in the online learning materials are presented below,for example,the number of online exercises in the section of Comprehensive English seems much more;the content of the learning materials in the section of Listening and Speaking appears more difficult and less effective;it is less related between online exercises and exam patterns;and there are more software and hardware bugs of the university’s computers.What’s more,from the perspective of online students autonomous learning,most of the students are able to choose to solve problems,manage and monitor their learning process with a learning goal and motive but they lack learning result reflections;there is a significant difference in gender in learning methods,that is,female students perform more independently than male students;there is no significant difference in liberal arts and science.Secondly,interactive activities in off-line class appear frequently and the overall effects of off-line interactive situations are positive.Some off-line class problems are below,for example,the ways of teachers’ raising questions to the students are relatively single;the assignment requirements of teachers are not clear;and more off-line classes are demanding so that the online class separates from off-line class.The discussion of the study is below.Firstly,the less online scoring exercises in the course of Comprehensive English leads to the unbalance in quantity of the online classroom learning materials;the weak English listening level among the university students as well as the flaws in the network settings results in more difficulty in the course of Listening and Speaking;quite a few participants hope for more test patterns online,although the university students are satisfied with the online content;the online network software settings are to be improved.Moreover,from the results of online students autonomous learning,the students’ less strong learning motive is due to their undeveloped autonomous learning habits and unsatisfactory online learning materials;from the online learning methods,most participants choose to solve problems independently because of lacking in online communication tools;a lack of anonline learning tool brings about the students’ low learning efficiency despite they have learning goals;the online leaning process management turns out good,which benefits from the monitoring online learning environment reasonably;the low rate of online learning result reflections lies in the unclear learning requirements and delayed feedback online.In the second place,the positive effects of the interactive activities in off-line class are presented in the development and improvement of spoken English,thinking,self-control,and collaboration.However,the teachers’ low expectation to the students is the main factor of the teachers’ single way of raising questions;the teachers are unable to quantify the teaching goals,which makes the assignments unclear;the practice of college English flipped-class teaching model should take the students’ actual needs into account.The above results and discussion show that the flipped college English class teaching model has a positive impact on students’ college English learning but some teaching problems exist in the practice of the new teaching model.Therefore,the author proposes some teaching implications for the flipped college English class teaching model.First,the college should optimize the online learning materials.Second,students should promote their ability of autonomous learning.Third,the college teachers are supposed to strengthen the effects of off-line interactive activities.