Research On English Reading Teaching In Rural High School Based On Flipped Classroom

Digital education services such as online classroom and wisdom libraries have been increasingly promoting and deepening education reform in the 14^th Five-Year Plan.With the obvious advantages of online education mentioned above,we carry out all-round education and lifelong learning,open educational resources,make full use of online education platform to study,and cultivate students’independent learning ability.Although the outbreak of the COVID-19 epidemic,it has promoted the rapid popularization of online courses.It is found that rural high school students have a poor English foundation and don’t have learning autonomy,resulting in poor teaching results.So without face-to-face instructions,they lost their learning interest and did not know how to learn when their academic achievements declined.In face of these of these problems,both theoretical and empirical studies show that the flipped classroom teaching model has advantages over traditional teaching models and is expected to solve the problems mentioned above.Flipped classroom is a new teaching mode which breaks the traditional form.Under the premise of general background of informatization,the course will be shown to students in the form of teaching videos presented by teachers before class,and then students are mainly responsible for completing the task of browsing videos and independently previewing and receiving knowledge.During the class,teachers and students complete activities such as previewing learning,communication,collaborative exploration and interactive communication together in class.1)How to carry out English reading teaching design to stimulate the autonomy of rural high school students in the flipped classroom?2)What is the significant effect of the formative evaluation of English reading teaching on the improvement of students’English reading performance and comprehensive ability based on the flipped classroom?3)Combined with the teaching conditions of rural high schools,how to localize and improve English reading teaching based on flipped classroom?The author selected 140 students from two classes in the second year of senior high school in a rural middle school in Xiangyang City,Hubei Province,as the subjects for a 16-week experiment.Before the experiment,teachers and students were interviewed separately.In the first stage of the experiment,the flipped classroom teaching mode was used to train students in English reading in the experimental class,and the traditional teaching model I was still adopted in the control class;in the second stage of the experiment,the experimental class was added,and the control class still used the traditional teaching model and outcome’s evaluation.Three English reading comprehension tests were given to the students in the experimental and control classes during the experiment.After the experiment,a questionnaire was administered to the students of the experimental class.Then the data were statistically analyzed by using SPSS28.0 on the questionnaires and the 3 English reading tests for the students in the experimental class.According to the statistical results,the learning autonomy and the scores of students’reading in the experimental class have been improved because of the Flipped Classroom teaching mode and process-oriented assessment.There is no significant difference between the reading scores of the control class and those before the experiment.Therefore,this study concludes that the flipped classroom teaching mode is of great help for students to promote their learning autonomy,interest and the English reading performance.It can also better students’learning strategy in rural senior high schools,meanwhile points out some problems and deficiencies to be further improved in English reading and teaching in flipped classroom of the rural school.