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An Empirical Study On The Effect Of Flipped Classroom On The English Autonomous Learning Ability Of Urban Middle School Students

Posted on:2017-05-11Degree:MasterType:Thesis
Country:ChinaCandidate:Y X ChengFull Text:PDF
GTID:2297330503980262Subject:Curriculum and pedagogy
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With the arrival of the big data era, the flipped classroom becomes popular in the elementary education. The flipped classroom is a kind of teaching mode that students learn new knowledge before class and are guided to digest the new knowledge by teachers in the classroom, thus enhancing the students’ autonomous learning ability. Meanwhile, one of the learning goals always advocated by China new curriculum standard and UNESCO is cultivating students’ autonomous learning ability. Therefore, for the elementary education, it is realistic significance to promote students’ autonomous learning ability by flipped classroom. However, the present empirical research on autonomous learning ability of the middle school students in the flipped English classroom is quite inadequate. Therefore, through implementing the English flipped classroom of middle school, this research is to study the specific changes of students’ autonomous learning ability and academic achievements of English in this classroom, which is significant for our country to carry out the flipped classroom and cultivate students’ learning ability of autonomy.The purpose of this paper is to explore how the flipped classroom influences English autonomous learning ability of middle school students and their English academic achievements. And the subjects are students of a urban junior middle school in Gansu province which is practicing flipped classroom as a research program. The author uses literature analysis, questionnaire and interview as the research methods and then analyzes the collected questionnaire data by the statistical software, SPSS 20.0. The results of this study are as follows: the flipping of classroom can promote the development of the English autonomous learning ability of middle school students in all aspects significantly, especially in the students’ learning methods, learning results and learning environment; and, to some extent, the flipped classroom teaching mode can enhance students’ English academic achievement, but not significantly; in addition, the autonomous learning ability of middle school students has a positive correlation with their English achievement. Meanwhile, the author has also found some problems in the implementation process of the flipped classroom and put forward some suggestions for these problems.
Keywords/Search Tags:Flipped classroom, English, Autonomous learning ability, Urban middle school students, Academic achievement
PDF Full Text Request
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