Study On "Localized" Flipped Classroom Model Applied To English Classroom Teaching In Senior High Schools

Flipped Classroom, a brand-new teaching model, has been widely concerned and favored by scholars and experts, as well as front-line teachers throughout the world in recent years. The teaching model of “in-class” knowledge internalization and “after-class” knowledge instruction presents multiple advantages from a brand-new teaching perspective. This new teaching model applied to English education teaching in senior high schools of China for promotion and popularization will restore vitality to our English classroom, overcome the drawbacks of exam-oriented education and strengthen language ability of students fundamentally, which will definitely bring a huge revolution and influence on the future English education. However, it is found that domestic and overseas studies involving empirical studies of flipped classroom are deficient. Therefore, based on a wide range of related literature home and abroad, the author combined it with current situation of English teaching in senior high schools in our province and created a kind of “Localized” Flipped Classroom Model by virtue of teacher-student investigation and feedback of parties, namely “Two Two Five” Flipped Classroom Model with domestic education characteristics. This paper conducted teaching design on the new-type model and verified the feasibility of promotion and application of English teaching in senior high schools by using the “Localized” Flipped Classroom Model through classroom empirical studies.The paper aims to reveal the feasibility of the “Localized” Flipped Classroom Model in English teaching in senior high schools on the basis of constructivism and cooperative learning theory. The constructivists think that learners construct new knowledge content in its meaning in a previously created situation on the basis of existing knowledge by completing a series of tasks. By combining with cooperative learning theory, learners complete tasks together and conduct meaning construction of new knowledge through group cooperation and even reveal the essence of learners’ learning process in the flipped classroom, which provides scientificalness and possibility of implementing the flipped classroom teaching.The paper conducted a questionnaire survey to English teachers of senior one in 20 senior high schools in Harbin and used statistics to analyze opinions and attitudes to the “flipped classroom” with the help of SPSS22.0 software. According to analyzed general acceptance of the new teaching model and some foreseeable issues raised by front-line teacher groups, the author renewed construction on the existing classical flipped model, creating the “localized” flipped classroom teaching model with domestic education characteristics, namely “Two Two Five” flipped classroom model. Afterwards, the author worked out the relevant teaching design and bravely conducted a real classroom experiment, and finally verified the rationality of the design. Based on the existing teaching design and supported by theoretical foundations, such as cooperative learning, constructivism etc, the author conducted short-term teaching experiments and assessment on an experimental class and the control class in a key senior high school in Harbin and verified the effectiveness and feasibility of senior English class of the “Localized” Flipped Classroom Teaching Model by using SPSS software’s statistics analysis method, observational method, interview method, questionnaire and experimental method. This is the first empirical study on the application of “Localized” Flipped Classroom Model in senior English class.In order to improve effectiveness of senior English classroom teaching in China and realize the revolution of traditional teaching, the study supplements and improves the research both in theory and practice of a new teaching model introduced from overseas, so as to create a “localized” flipped classroom model suitable for English teaching in senior high schools and greatly promote the generalization and application of the flipped classroom in senior English teaching of China. Despite its imperfections, the study activates independence and flexibility of English teaching, gets rid of a hidebound and exam-oriented model of teaching and learning and provides theoretical basis and practical cases for front-line teachers.