| With the exaltation of China in international position and the rapid development of China’s economy strength, more and more parents focus on the education of their children.The starting point of education is no longer from Grade 1 of primary school, but from Kindergarten education or before it. Parents carry on the preschool education for their children from 3 years old, especially in English learning, so the demand of English education for kids increase dramatically. With this trend the number of Chinese and English Kindergarten is also increasing significantly in order to meet the needs of English education for kids. Then the requirement for the kindergarten teachers on English skills is improved.However, there has been a lack of importance placed on English teaching for students of preschool education major in secondary vocational school so far and there has not been formed a suitable mode for students of preschool education major in secondary vocational school to learn English. Currently lecturing is the most common method in the classrooms.Although there are certain rationality and possibility for this kind of traditional method, it is only applicable to the intensive reading. As for listening, speaking and teaching skills training class, it’s clear that it cannot reach the ideal effect, particularly in times of Internet Plus.With the rapid development of information technology in modern society, the reform of the traditional classroom teaching method is absolutely necessarily. Based on information technique, this study is to reconstruct the English class for students of preschool education major in secondary vocational school by means of leading bringing in Flipped Classroom, so as to attain the goal of “Student-Centered” and to develop the students’ skills of English and the ability of Bilingual Education with the guidance of Constructivism,Cognitive Theory, Multiple Intelligence Theory and Blended learning Theory.Before the experiment of this study, a survey of the English study habits, modes and needs analysis is done, so that the Flipped Classroom Mode will meet the needs of learners.Starting from the choice of the contents in the textbook, the selection of teaching videos and other materials, setting the goals and tasks in the period of before class, in class and after class, teaching activities are implemented with the flipped classroom mode and the studentsplay a role as a center in teaching. A class of learners from the intermediate English level is chosen as the object of a case study, and three experiments are carried out by the method of action study. A contrastive study is done between the traditional classroom mode and the new mode in each experiment. The data is collected and analyzed through interview,questionnaire, presentation in class or by video, discussion online or offline, report in paper and the assessments of themselves and between groups, as well as the teaching notes and observation while teaching. Preceding and after tests are done on the applying mode as assistant test, so that the result tests of the mode are more effective and scientific.The applicability and possibility of applying Flipped Classroom in English teaching for students of preschool education major in secondary vocational school is mainly tested,and the mode is constantly modified and adjusted through data analysis and activity study,so as to guarantee the validity of the mode, which means that the mode may enhance the students’ English competence and develop their ability of bilingual education.By this study, it is expected that Flipped Classroom may be used on other English courses of other majors in the future, so as to provide new ideas in English teaching and facilitate the application of Flipped Classroom in secondary vocational school. On the other hand, it is also expected that learners should be authentically put as the center of English teaching activity and to realize personal learning, cooperative learning and independent learning. |
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