On The Application Of Flipped Classroom Teaching Mode To English Reading Teaching In Senior High School

Reading is the most important means for students to acquire language knowledge and cultural knowledge from discourse,which is also an important way for students to develop their comprehensive competence to use language.However,there are still some problems in domestic English reading teaching,such as solidified teaching ideas,outdated teaching methods,single teachingmode,etc.,which result in lowefficiency of English reading,low interest in reading and difficulty in improving reading competence.Flipped classroom teaching mode breaks through the space and time restrictions of traditional teaching model.Teachers can conduct their teaching design in conformity with students? characteristics and needs,cultivate students? ability to explore and solve problems,stimulate students' interest in learning English,and then improve students? English reading proficiency.With the methods of literature research,questionnaire and experiment,the author has carried out an empirical research in a senior high school in Zhangzhou city.The empirical instruments include a questionnaire and two test papers for reading.The subjects of the study are 112 students from two classes of Grade Two.The authorconsiders Class 12 as the experimental class,applying flipped classroom mode to English reading teaching,while Class 9 as the control class,adopting the traditional English reading teaching method.This study aims to verify the following assumptions:(1)Applying flipped classroom teaching mode to English reading teaching in senior high school can improve the students? reading proficiency;(2)Applying flipped classroom teaching mode to English reading teaching in senior high school can stimulate the students? interest in English reading.The results of the experiment indicate:1.Applying flipped classroom teaching mode to English reading teaching in senior high school can improve the students? reading proficiency.Before the experiment,the pre-test results show that there is no significant difference(p=0.415>0.05)between the experimental class and the control class.After one-term experiment,the post-test score of theexperimental classwas higher than that of the controlclass and there is significant difference between the Experimental Class and the Control Class(p=0.005< 0.05).In terms of specific question types,there are significant differences between the experimental class and the control class in the respects of “detail understanding”and “discourse coherence”,indicating that the flipped classroom teaching mode can significantly improve the ability in above two respects.However,there is no significant difference in the respects of “reasoning judgment”,“main idea” and “meaning guess”.2.Applying flipped classroom teaching mode to high school English reading teaching can stimulate the students? interest in English reading.The pre-test data shows that only 22 % of students are interested in English reading.And the post-test data shows that the number of students who are interested in English reading rises to 66 %.It can be seen that high school students? interest in English reading has been significant improved.Based on the above research results,some teaching suggestions are raised from the aspects of teaching design,classroom organization,and reading materials selection,so as tomake English teachers pay more attention to flipped classroom teaching mode,attach importance to the effectiveness of reading class and make a modest contribution to the improvementof students?English reading proficiency.