Research On Implementation Status Of The Flipped Classroom In Senior English Teaching

Nowadays, the New Curriculum Reform is implemented in full wings, which calls for a series of new requirements and new challenges in Senior English Teaching. In the wake of reforming more and more deeply, in spite of remarkable achievements achieved, there exist a vast array of problems, including the facts that students’ subjectivity is hard to realize and students lack abilities of autonomous and cooperative learning, etc. However, the flipped classroom, as a new teaching mode in the United States, provides a new way of thinking for education reform. The Flipped Classroom reconstructs teaching structure, which upsides down two stages in the traditional classroom:knowledge transfer and knowledge internalization, performing knowledge transfer before class by the students independently and knowledge internalization in class by teachers and students. In the flipped classroom, students’ learning autonomy and interaction are greatly improved, students’ learning interest is stimulated and students’ learning potential is really mobilized to enable students to truly become the masters of learning, which fit well with the direction of the new curriculum reform in our country. However, in China, the research on the flipped classroom is still at the starting stage and the scope of implementation is also relatively small. In order to let the majority of senior English teachers get a better and deeper knowledge of this teaching mode, this paper attempts to do the following research:The author takes Changle Senior High School in Shandong as the subjects and randomly selects two classes in each grade (the total of 300 students) and 44 English teachers to conduct the questionnaire survey. And the author makes interviews on two directors who are responsible for the flipped classroom,3 core English teachers from three grades and 12 students randomly selected. The purpose of the study is to show whether the flipped English teaching model can stimulate interest in learning and whether it can cultivate students’ autonomous learning and cooperative learning ability by investigating the current situation of the flipped classroom teaching, thus demonstrating the feasibility of the flipped classroom in senior English teaching. Finally, according to the relevant research data, this paper shows that the flipped English teaching mode is better than the traditional English teaching mode from a subjective point of view, and it is more in line with the spirit of students as the center in the new curriculum reform. Obviously, the flipped classroom teaching mode is feasible in Senior English teaching. However, after all, the flipped classroom is a new teaching mode. So there also exist some problems in the application process. For example, teachers’ teaching burden is aggravated and students’ self-study ability is relatively weak, etc.. In view of the above problems, the author gives the corresponding suggestions, such as the full understanding of the needs of students, the cultivation of students’ awareness of questioning and so on. In a word, the flipped classroom instructional mode has injected new vigor into the development of the teaching reform. Hope this study can also give reference to future researchers.