A Study Of Promotion Strategy On Student Engagement Of College English Classroom Based On The Flipped Classroom

"Flipped classroom" teaching mode is not only to follow the cognitive rules of learners,but also to subvert and reverse the traditional classroom teaching process.The flipped classroom teaching mode is problem-based,teacher-oriented,student-centered and the hybrid teaching method is the main teaching method.It focuses on the acquisition of procedural knowledge and the cultivation of critical thinking.At present,there are many domestic researches on the specific practice path of the flipped classroom teaching mode,but there are few researches on the student class engagement of College English based on this mode.Some studies have shown that the degree of students’ engagement in classroom learning is the main factor restricting the teaching effect,and the lack of research in this field seriously hampers the further improvement of classroom teaching quality of College English under the flipped classroom teaching mode in China.Based on this,the study analyzes the concept connotation,teaching essence and teaching activity composition of the flipped classroom teaching mode through literature review,then explores the measurement dimensions of students’ classroom learning engagement of College English based on the flipped classroom mode by text research method and data statistical analysis and develops a more scientific and reliable measurement scale,which includes six aspects: attention concentration,teacher-student interaction,student-student interaction,classroom interest,critical thinking and classroom satisfaction.In this paper,a survey is conducted to measure 243 non-English major freshmen’ class learning engagement in College English under the flipped classroom model,and the current situation of the students’ class learning engagement is analyzed,and its academic factors are explored.The findings are as follows:(1)on the whole,students’ class engagement in College English based on the flipped classroom mode is good,but it still needs to be strengthened.From the dimension level,the order from poor to good is: teacher-student interaction,classroom satisfaction,classroom interest,critical thinking,attention concentration,student-student interaction;(2)there is a significant positive correlation between the six measurement dimensions and the overall student class learning engagement of College English in the flipped classroom model;(3)there is no significant difference in the student class learning participation of College English under the flipped classroom model among students with different genders,locations of high schools and majors.On the basis of this research,the author who combines qualitative research methods designs a semi-structured interview questionnaire and then interviews with several students to explore the strategies and specific ways to improve the student class engagement of College English based on the flipped classroom mode.The results are as follows:(1)in terms of teacher-student interaction,teachers should introduce the composition of the flipped classroom teaching activities to students before teaching.Secondly,in the process of teaching the optimization of students’ psychological structure should be strengthened.Finally,the opportunities of classroom interaction between teachers and students should be increased from the aspects of teachers’ classroom teaching organization and classroom teaching evaluation;(2)in the aspect of classroom satisfaction,teachers should focus on improving the teaching ability and skills of the flipped classroom;(3)in terms of classroom interest,teachers should handpick terse and concise pre-class learning materials for students,design new teaching links in the classroom in combination with students’ needs and the theme of each small course,and also focus on playing students’ own subjective initiative;(4)in the aspect of critical thinking,teachers can establish a classroom learning group,create the teaching situation needed for the cultivation of critical thinking and establish a reward mechanism according to the level requirements of students’ critical thinking in order to guide students’ independent inquiry learning;(5)in the aspect of attention concentration,teachers should do a good job in careful pre-class presupposition and create a pleasant,relaxed but well-regulated classroom atmosphere;(6)in the aspect of student-student interaction,teachers can increase the use of "peer scaffolding" and other effective teaching methods.