The Application Of Implicit Graded Teaching To English Reading Class In Non-English Majors Based On Flipped Classroom Model

Flipped classroom is a new teaching model.Flipped classroom emphasizes students’ autonomous learning,increases students’ learning choices and freedom,and conforms to the personalized learning trend.Hierarchical teaching is based on the recognition of differences among students.Hierarchical teaching is to divide students into different levels according to their current knowledge and ability,so as to carry out the corresponding teaching.Although stratified teaching pays attention to the individual differences among each student,it ignores students’ self-esteem and self-confidence,and frustrates students’ interest and enthusiasm in learning.However,the implicit graded teaching based on flipped classroom subverts the traditional teaching model,allowing teachers to optimize the teaching process according to the learning needs of students,respect individual differences of students,and provide each student with the greatest development space to large extent.The purpose of this thesis is to research the effectiveness of implicit graded teaching model based on flipped classroom in college English reading teaching.There are two research questions in this thesis: what influence does the implicit graded teaching based on flipped classroom have on non-English majors’ English reading scores? Second,what influence does the implicit graded teaching based on flipped classroom have on non-English majors’ English reading interest?The study lasted for three months.The author of the present research selected non-English majors from two parallel classes in the first year of Northwest Normal University as the research subjects.These two majors are tourism management and business administration and management.The 40 students from the tourism management major belonged to the experiment class,while the 40 students from the business administration major belonged to the control class.In this study,the research instruments used are questionnaire and tests.This research process is divided into three stages.The first stage is the pretest of English reading scores and pre-questionnaire of reading interesting and reading ability;The second stage is to teach in the experimental class and the control class respectively.The experimental class uses implicit graded teaching model based on flipped classroom.And the control class uses flipped classroom teaching model.In the third stage,all the students participate post-test and fill out the post-questionnaire again.The data analysis software SPSS is used to analyze the collected data.After three months’ teaching experiment and the careful analysis of the collected data,the author of the present research has the following two findings: first,the implicit graded teaching based on flipped classroom can improve the English reading scores of non-English majors.Second the implicit graded teaching based on flipped classroom can increase students’ English reading interest.The educational implications of this research are as follows: firstly,teachers should pay attention to the differences between different students in the process of teaching.Secondly,teachers should change traditional teaching concepts.Finally,the key to improving students’ reading performance lies in cultivating students’ interest in reading.Only when students are interested in reading will they take the initiative to read.