Application Of Flipped Classroom Teaching Model Based On Micro-video In High School English Teaching

With the development of era, basic education reform is facing new opportunities and challenges. The Ministry of Education promulgated the Basic Education Curriculum Reform, which makes clear that the objectives of high school English teaching is to develop students’ comprehensive English competence. Thus, teaching idea, content and form of high school English teaching have taken great changes. Though basic education reform has made some notable achievements, it also exposed many problems, for example, the traditional teaching model can not meet basic requirement of high school English teaching any more. Besides, teacher often ignores students’principal role so that students have low learning interests and weak autonomous learning ability as well as cooperative learning competence. Thus, the teacher should explore a new English teaching model which can solve these problems.Flipped classroom teaching model based on micro-video is a systematic teaching model which is based on student-centered and teacher-directed instructional approach. In this model, according to students’ interests and needs, the teacher records vivid micro-videos based on technology of computer and network. The teacher puts knowledge transmission before the classroom by using micro-video, giving students more freedom to choose their own learning strategies to accept new knowledge and ensure in-depth study; and puts knowledge internalization in the classroom for more communication and exchanges between students and teachers. Therefore, it is significant to introduce flipped classroom teaching model based on micro-video into high school English teaching, which can improve students’English proficiency and develop students’learning interest.The study explores the application of flipped classroom teaching model based on micro-video in high school English teaching based on the theories of autonomous, mastery and blended learning. The experiment was carried out for 12 weeks, aiming at the comparative study on these two different teaching models between the traditional teaching model and the flipped classroom teaching model. The present study aims to investigate high school students’ learning attitudes, interests and current learning situations through questionnaires and interview. At the same time, the influence of these two teaching models on students’ grades is detected through tests. Data statistics and analysis of the experiment also show that micro-videos can arouse students’ interests; students are active to take part in the activities including discussion as well as cooperative learning and communicate with each other, which is the exact purpose of the present study. A conclusion can be drawn, that is, the flipped classroom teaching model based on micro-video is more effective and feasible. In addition, in the process of experiment and investigation, some enlightenment as well as some shortages can be acquired, besides, some advice on the follow-up teaching and researches are also proposed.