A Study On The Application Of Flipped Classroom Model To College English Reading And Writing Class

Since the promulgation of "outline of the national long-term education reform and development plan(2010-2020)" in 2011,education reform attaches great importance to teaching and learning so that a suitable English teaching model on the basis of technology and teaching practice for Chinese students can be explored,which will realize the transformation from teacher-centered teaching mode to students-centered one and a personalized learning style.With the use of network platform,flipped classroom teaching mode is pushing forward the realization of personalized learning and wins some popularity in teaching field.Before class,it is needed to set up scaffolds for students in the form of pre-class activities,including self-learning,literature review and handing in puzzles,which are believed to be dealt with in class in the traditional teaching style.In class,most of time is given to presentations from students and explanation from the teacher about a certain puzzle.And interactions and feedback from the teacher also exist.Based on Bloom's Mastery Learning Theory and Piaget's Theory of Constructive Learning,this thesis studies the feasibility and necessity of application of flipped classroom model into teaching college English reading and writing and presents three class designs with the focus of self-learning before class and problem solving in class with the aim to answer the following two questions:? How will flipped class model be carried to help students improve their reading ability??How will flipped class mode be carried to help students improve their writing ability?This thesis involves the quantitative study and the qualitative study.The present thesis selects 60 subjects from two classes majoring in Management Department from Xi'an Eurasia University,who registered in the year of 2013.They are divided into the experimental group and the control group with 30 members each.During the second semester of 2014,the experimental teaching was carried out.Before the experiment,an English reading and writing level test 1 is conducted.After the experiment,English reading and writing level test 2,reading and writing questionnaires are carried out.Besides,an in-depth interview is made.After that,the author makes the T-test and the results are listed here:1)The study nearly reaches its expected purposes.Flipped classroom teaching model receives wide popularity among students in EG,which is helpful to motivate students to participate in class and increase interactions among students and the teacher.2)Flipped classroom teaching plays a positive role in improving students' grades.The results of the experiment show that the reading and writing grades in EG are higher than that in CG and the striking differences really exist.It is proved that in FCM,for reading,students can know how to enlarge their vocabulary,recognize words and its usage based on their parts of speech,understand specific information and details.For writing,such skills as sentence structures,textual coherence and sentence fluency are involved in class and improved a lot after the whole semester.The practical implications can serve as a reference to teaching reform in college English class from the class design angle of self-learning before class and problem solving in class with the purpose of cultivating students' reading and writing abilities.In this way,assignments and objectives can be made specific to achieve dynamic teaching.What,s more,the problem of learnability can be solved.Finally,it is the best try to realize class effectiveness in FCM by building learning scaffolds before class,reproducing the learners' previous schema and reducing cognitive conflict.