The Application Of Flipped Classroom In Teaching EFL In Junior Middle Schools

The development of information technology has brought revolution to education,and the English teaching is also undergoing unprecedented changes. New Curriculum Reform puts forward some new educational concepts and teaching guidelines, but the core idea is still the student-centered policy, and all teaching activities should follow the development of students’ psychology. In order to achieve their effective learning,teachers ought to make full use of the advantages of information technology in their teaching. The emergence of the new teaching mode, flipped classroom, can combine education and information technology together better. In a flipped classroom, the students will learn prior to class and guided by the teacher during in-class activities which makes learning more flexible, more active and more engaging. This is also consistent with the Constructivism which emphasizes that learning should not only be regarded as students’ passive acceptance of knowledge, but also their active construction of knowledge that based on their own experience.Based on the study of a large number of relevant literatures and combined with the actual teaching situation, this thesis applies the flipped classroom teaching model to English teaching. Taking two parallel classes in LuanPing No.3 Middle School as the subjects for this study, the author designs a flipped classroom in the case of simple present tense and applies it in the real teaching. Through the analysis on the pretest and posttest carried out by the SPSS 20.0 and the result from questionnaire, the effect of the flipped classroom application can be achieved. And the research questions are:(1) What is the effect of flipped classroom application in teaching English in junior middle school?(2) Is there any relationship between different learning styles and the effect of flipped classroom?(3) Is there any relationship between different learning levels and the effect of flipped classroom?Findings of this paper are: the students’ average grades in flipped classroom are higher than their peers’ in traditional classroom, and according to the statistics from SPSS20.0, this difference is significant. Therefore, flipped classroom teaching is moreeffective than traditional classroom teaching. However, there is no significant difference among the final grades of students with different learning styles.Consequently, there is no correlation between the flipped classroom and different learning styles. Compared to the low achievers, high achievers can better adapt to the flipped classroom. It is hoped to provide some pedagogical suggestions for the application of flipped classroom in English in China.