An Action Research On Flipped Classroom Teaching Mode To Improve English Autonomous Reading Ability Of Junior High School Students

Junior high school students’ English reading literacy emphasizes the cultivation of students’ autonomous reading ability,which is based on the long-term development of students and aims to cultivate high-quality talents who can learn and live.In order to ameliorate high-quality personnel,teachers should research the reading modality and introduce the reading method.As a new teaching modality,inverted classroom teaching mode can meet the students’ reading literacy needs of training objectives,which can mobilize junior high school students’ initiative of themselves.As a result,the independent reading ability of junior high school can be improved.The action research is divided into three procedures.In the first step,the content of teacher-student interview,learner diary and student self-evaluation form are recorded.The second step summarizes the datum,interviews with teachers and students,concludes the collecting datum,and finds out the deficient datum.In the third step,the datum of interview,self-evaluation,learning planning and teaching log are collected.This action research mainly probes the following three questions:(1)What is the current situation of junior middle school students’ autonomous reading in English class?(2)Does flipped classroom promote junior high school students’ own reading ability?(3)What is the relationship between junior high school students’ English autonomous reading ability and flipped classroom teaching mode?The author adopts flipped classroom teaching mode when the author does research.Through using the following strategies: flipped view of giving and receiving,flipped view of goal,flipped view of interest,flipped view of thinking,flipped view of efficiency,flipped view of evaluation,flipped view of owners to train students’ English independent reading ability.The action research mainly adopts quantitative analysis and qualitative analysis.Among them,the first is mainly based on the datum of students’ scores,questionnaire survey and students’ self-evaluation.The second mainly through logs,interviews,self reading evaluation and other aspects of datum analysis.The conclusions of this action research are as follows:(1)before autonomous reading,students’ autonomous reading ability is relatively poor.The full score was 30,and the average score of students was 16.1379.The boys’ score was lower than the girls(t = 4.4138).Students know little about the mode before action.The average score of various models is 2.75862069,and the average score of several important dimensions(flipped interest view,flipped thinking view,flipped efficiency view,flipped evaluation view)is below 2.8.(2)Flipped classroom teaching mode can improve junior high school students’ English own reading ability.Mainly reflected in reading scores(t =-5.93103).It is embodied in the autonomy,interest,speed,thinking quality,goal,initiative,evaluation and so on.In the whole process of reading,students form the methods,analysis,speculation,questioning,reasoning and evaluation to acquire reading skill.(3)The junior high school students’ independent reading performance and inverted classroom model have closer relationship.There are three strong connections between flipped classroom teaching mode and autonomous reading achievement.The questionnaire reflects important connection of the two.The conclusion improves the further development of English core literacy.Relatively,teachers should change the mode and known how to apply inverted classroom mode.Moreover,students need to establish a correct flipped classroom teaching mode,so as to cultivate the ability of independent reading.This action research has reached the preset goal.However,there are some shortcomings such as the limit of research period and the scope of research.Therefore,the scope and depth influence flipped classroom teaching mode.Moreover,English autonomous reading ability need to be further studied.