The Effect Of Flipped Classroom Teaching Mode On Students’ English Learning Motivation In Secondary Vocational School

Flipped Classroom teaching mode is emerging with the information age.It has changed the traditional teaching mode into a new one:Students absorb the knowledge by video,audio and text materials offered by the teacher before class.In class,they cooperate with the teacher and classmates to study in depth to accomplish knowledge internalization.This teaching mode gives initiatives of learning back to students,providing students the options to arrange the time,choose the ways,and adjust the pace of their learning.It characters with self-learning before class and interact constructive learning in class which fully meets the different needs of different-level students.Meanwhile,it offers many possible and flexible ways for students learning at different stages which would have impact on students’ motivation.Flipped Classroom prevails both home and abroad.Plenty of practices and experiments on it are introduced either in universities or at high schools.However,those are still little in secondary vocational schools.At present,both students’ English learning motivation and teachers’ teaching effect are low in the writer’s teaching school.Believing that this new teaching mode may improve the situation,the writer introduces it into her class,and intends to provide meager guidance for the effect of Flipped Classroom teaching mode on students’ learning motivation in secondary vocational school.Based on the Theory of Second Language Acquisition,Constructivist Learning Theory,Mastery of Learning Theory and Cooperative Learning Theory,the study was conducted by two similar-level classes of the 2018 pre-school education major of the writer’s teaching classes,and lasted for one year.One as control class,adopting traditional teaching mode,the other as experimental class,adopting Flipped Classroom teaching mode.The test was conducted at the beginning and the end of the experiment,and the data was collected and analyzed by SPSS.Combined the analysis of the questionnaire and interview from the experimental class,the study drew a conclusion as the following: the Flipped Classroom teaching mode can improve students’ class participation,interest,self-efficacy and autonomy in learning,and then stimulate students’ English learning motivation,and their English scores are also improved.