The Application Of Flipped Classroom In College English Teaching

Low learning interest is the main factor restricting the quality of College English teaching. In recent years, all kinds of innovative teaching ideas and methods have been get great attention in many colleges and universities. Flipped classroom aborning in American has reversed the traditional classroom structure and focused on the student’s initiative, which could promote the comprehensive ability of students. Whether the flipped classroom can also obtain the corresponding effect in the university English Teaching in China? Based on this,92 students with same comprehensive level were randomly divided into observation group taught by the flipped classroom and control class taught by the traditional teaching methods. Finally, the teaching effects of two classes were compared to discuss the application value of the flipped classroom in College English teaching.After this study, the conclusions show as following:1) flipped classroom could improve the English performance of College Students. The average grade of the observation class was 74.86 points, which was significantly higher than that of the control class (t=4.474, P<0.05); 2) flipped classroom could enhance the students’ interest in English learning. The students in the observation class had a stronger sense of self experience and weaker fear of learning more weak (P<0.05); 3) flipped classroom had enhance the students’ understanding of the knowledge, and strengthen the ability of English application (P<0.05).4) flipped classroom had promote the improvement of students’ comprehensive quality. After teaching, the ability of autonomous learning, innovation ability, communication ability, team cooperation ability and analysis ability of the students in the observation class were significantly improved (P<0.05) on.5) flipped classroom had enhance students’ satisfaction with teaching. The students in the observation class have a higher degree of recognition of the flipped classroom model, learning process and learning outcomes (<P0.05); 6) the flipped classroom had put forward higher requirements for students’ autonomous learning ability. The learning time and learning burden of students in observation class had increased (P<0.05).