The Application Of Flipped Classroom In Junior Middle School English Teaching

With the rapid development of technology,there is a requirement for a combination between advanced technology and various fields.Flipped classroom is one way to integrate technology in education.In flipped classroom,students watch videos online and sum up all their problems,and activities are designed by teachers to solve theirs' problems purposefully and contrapuntally,facilitate student-teacher interaction and gain prominent teaching effectiveness.Therefore,further application of flipped classroom model in practical English teaching is worth our exploration.The author searches huge relevant literature and takes the teaching practice of flipped classroom in middle schools in China into consideration,tries to apply the flipped classroom teaching model in practice in junior school.Two classes at grade seven in Zhounan Xiufeng School are samples of this study.Class Nine is selected as experimental class,receiving flipped classroom teaching,whilst Class Ten is treated as control class,attaining traditional classroom teaching mode.Pretest,post-test(two-month)and post-test(four-month)are given to experimental class and control class,and the results are analyzed by SPSS 21.0.Meanwhile,questionnaires and interviews are used to know students' and teachers' attitudes towards flipped classroom.The research questions are:1.Is there any effect of flipped classroom on Junior School English teaching?2.Is there any difference in flipped classroom effect on the teaching of different English modules?3.What are the attitudes of both students and teachers towards flipped classroom?Is there any discrepancy bet.ween their attitudes?If so,why does such discrepancy exist?After organizing and analyzing the final data,the major findings are presented as following:I.Although there is no significant difference between experimental class and control class in two post-tests,based on the results of Paired Sample Test,it shows that experimental class has improved significantly after experimentation by comparing with before experimentation.2.Experimental class and control class have no significant difference in listening,grammar,reading and writing in their pretests.The scores of pretest and post-test(four-month)of the two classes in listening,grammar,reading and writing have been contrasted,which assume that students in experimental class and control class have increased their testing scores in those four skill modules in their post-tests,but those who in experimental class have heightened significantly in listening and reading.3.The findings of questionnaires and interviews reveal that most students and teachers hold views that listening has been enhanced a lot and half of them think that there is a good effect of flipped classroom on writing.Difference is that most students agree with the improvement of grammar and reading in flipped classroom,whereas the percentage of teachers highlighting the impact on grammar and reading is much less than students.Besides,difference is also presented in teaching process and teaching effectiveness.Students are highly satisfied with teaching process and teaching effectiveness,but the proportion of teachers' satisfaction with these two aspect is obviously less than students.The reasons for these differences might be:first,challenges for teachers' teaching skills;second,challenges for teachers to change their roles;third,big class numbers and the limitations of advanced technology application.It's hopeful to provide some help for further English teaching research.