A Study On Application Of The Flipped Teaching Mode In Senior English Reading Class

With the development of globalization,as an international language,English is becoming more and more important.In China,English reading is more than important in senior high school teaching.However,there are some drawbacks in senior high school reading teaching: the teaching methods are old-fashioned,whilst students always learn passively.Teaching is difficult to achieve the expected results,whilst students' autonomous learning ability and cooperative ability are relatively weak and they have little interest in English reading.The Flipped Classroom is an overset of the traditional teaching model,which is student-centered in class and the teachers are only the organizers,guiders and promoters.This mode releases the class time and strengthens communications among students,as well as between teachers and students,which benefits students' autonomous learning and cooperative abilities.This study is based on Benjamin Bloom's Mastery Learning theory,and it is applied to English reading teaching in senior high school: Guide the students learn actively,cultivate students' autonomous learning ability and cooperative ability,and realize students' individuality development.Teaching experiment,one-group pretest-posttest and questionnaire are used in this study to analyze whether the Flipped Teaching Mode stimulates students' interest in learning,thus proving the correctness,feasibility and effectiveness of the Flipped Teaching Mode in senior high school.In this study,there are three stages in the experiment.In the first stage,literatures abroad and at home are reviewed.It covers the current situation of English reading teaching and its causes in senior high school.It also introduces the structure,characteristics and operation procedures of the Flipped Teaching Mode,and then confirms the research objectives.In the teaching experiment stage,the study takes senior high school students in class 4 grade 2017 in No.1 middle school in Dazhou as the research subjects and conducts the classroom observation,questionnaire and one-group pretest-posttest etc.as the research methods.The goal is to constantly improve the teaching process of Flipped Classroom,and then discuss the strategies of Flipped Classroom Teaching Mode.In the summing-up stage,after the teaching experiment,classroom observations,and perfecting the Flipped Classroom Teaching Mode,the author distributes a questionnaire,and then analyzes the questionnaire and tests.The results of the experiment show that the flipped English reading teaching in senior high school is feasible.It stimulates the students' English learning interest and their reading skills.It also motivates their initiation in English learning.According to data analysis,it has proved that it is coherent with the core idea of student-centered of New Curriculum Reform.However,there are some limitations in the study.For example,the time of the teaching experiment is too short,the research subjects are only 50 students,and the author have limited teaching experience and ability.