An Empirical Study Of Flipped Classroom Applied In English Reading Teaching In Junior Middle School

As the product of educational informationization,the flipped classroom teaching model has many advantages.Combining the flipped classroom teaching model with junior middle school English reading teaching,this study aims to explore the effect of flipped classroom teaching model applied in English reading teaching in junior middle school on students’ English reading interests and performance.It also provides a reliable reference for the application of flipped classroom in junior middle school English reading teaching.Based on constructivism theory and zone of proximal development theory,under the guidance of English curriculum standards for compulsory education（2011 Edition）and the concept of core competence of English discipline,combining the relevant researches at home and abroad with actual teaching situation,this study applies the flipped classroom teaching model to junior English reading teaching.Questionnaire,interview and test are used as research methods.Taking 111 students from two parallel classes in the ninth grade of X Junior Middle School in Jilin City as the research object,a four-month empirical study was carried out.The research questions are:1.What effect does flipped classroom applied in English reading teaching in junior middle school have on students’ interest in reading?2.What effect does flipped classroom applied in English reading teaching in junior middle school have on students’ reading performance?Before the experiment,the author carried out the first questionnaire to the students in the experimental class,and according to the results of the questionnaire and the teaching practice,constructed a junior middle school English reading teaching model based on the flipped classroom.During the experiment,the author adopted the flipped classroom reading teaching model in the experimental class,while the traditional reading teaching model was still adopted in the control class.The author conducted pre-test and post-test on two classes before and after the experiment,conducted a questionnaire for the experimental class again after the experiment,conducted interviews with students at different levels in the experimental class after the experiment,and used SPSS 25.0 and Excel to analyze the experimental data.The analysis was carried out and the results showed that:Reading teaching based on flipped classroom helped to improve students’ interest in reading.The author analyzed the experimental data of two questionnaires and one interview in the experimental class,and found that the students in the experimental class were significantly more interested in English reading after the experiment.Reading teaching based on flipped classroom helped to improve students’ reading performance.The experimental data of the two tests before and after the experiment showed that the reading scores of the experimental class and the control class changed from no significant difference in the pre-test to significant difference after the experiment,the performance of the experimental class is obviously better than that of the control class;there was a significant difference between the post-test and the pre-test in the experimental class,the performance of post-test is obviously better than that of pre-test.And the performance is particularly obvious in the four types of questions: text coherence,main idea,short text filling in the blanks and detailed understanding;at the same time,the author made statistics on the progress of students at different levels in the experimental class,and found that a larger proportion of students had improved at level B,level C and level D.With detailed data and rigorous analysis,this study enriches the empirical theory of applying flipped classroom teaching model to junior middle school English reading teaching.Meanwhile,the current situation of English reading teaching in junior middle schools,which was acquired through the questionnaires,is helpful to English teachers to understand the learning situation and get reflection.The experience gained during the implementation of this study also provides practical teaching suggestions and enlightenment for English teachers:Teachers should give full play to the incentive effect of flipped classroom teaching model to make students become the masters of learning indeed;Teachers should carefully observe students’ activities and give appropriate accurate evaluation so as to promote students’ all-round development;Teachers should prepare lessons more carefully,provide few but precise discourse exercises,reduce students’ workload and relieve their reading anxiety.The author hopes the above enlightenment will be helpful to the application of flipped classroom model in junior middle school English reading teaching.Due to the influence of various factors,this study still has certain limitations,and it is advised that future researchers will appropriately extend the experimental period and expand the research scope,select more representative research object and increase the number of research object,and choose better experimental tools.It is expected that the continuous improvement of flipped classroom teaching model can better serve the teaching of English reading in junior middle schools.