A Study Of Learning Gains In Flipped English Classroom At Junior High Schools Based On Cognitive Load Theory

In recent years,as China is gradually deepening educational reform and energetically implementing the character education,people have also attached greater importance to the goal of carrying out the curriculum reform.Meanwhile,to maintain high speed of development under globalization environment,it is very important for us to cultivate more talents who are good at communicating in English.However,there have always existed problems such as students’ negative attitude towards English learning and students finding it difficult to learn English well.All these have resulted in the status quo of unevenness in Chinese junior high school students’ English level.For the past few years,with the rapid development of Internet and the rise of the flipped classroom abroad as well as its advent in China,the questions as to whether this brand new teaching method can enhance students’ enthusiasm in autonomous learning of English and whether it is helpful for students to better master and apply language points so as to get higher scores have become very worth discussing and studying.On the basis of doing a large quantity of researches on related articles both at home and abroad,this thesis has looked into the knowledge of the application status of the flipped classroom,combined with the current situation of English teaching in junior high schools in China,and put forward the hypothesis that the teaching mode of the flipped classroom can have a positive impact on junior high school students’ autonomous learning and enhance their learning efficiency in English.With students from the summer training course of training institution Zhiyuan Education,a two-month English language teaching course was conducted in both the experimental class and the control class.By statistic analysis of questionnaires and tests in both the pre-test and the post-test,students’ attitudes towards autonomous learning and English levels were discovered.Based on cognitive load theory,short-term English course was designed and developed in the mode of the flipped classroom and the common model.By virtue of actual practice,the teaching course was constantly improved and the thesis finally proves that the flipped classroom can have a positive impact on junior high school students’ autonomous learning and enhance their learning efficiency in English.It is expected that the result will help future research in the flipped classroom,especially its development in junior high school English teaching.