A Study Of The Application Of Flipped Classroom Teaching Model In Senior High School English Reading Teaching

Reading is one of the main ways to get information in people's daily life,and reading is also one of the main teaching objectives of senior high school English teaching,and reading accounts for one third of the total score in the college entrance examination.Therefore,compared with other English courses,English reading course receives more attention.The new curriculum standard of senior high school English has undergone some changes in teaching contents and teaching concepts.The teaching mode of flipping classroom pays more attention to arousing students' interest and cultivating students' autonomous and cooperative learning ability,so it also provides a new way of thinking and direction for education reform.At the same time,these characteristics of the flipped classroom teaching mode are in line with the requirements of the new curriculum reform for English reading teaching.Therefore,it is of far-reaching significance to carry out the research on the application of the flipped classroom teaching model in senior high schools' English reading teaching.Based on the constructivist theory,humanistic learning theory,the characteristics of senior high school English reading teaching under the new curriculum standard and the analysis of senior high school students' characteristics,and on the basis of the research of scholars at home and abroad,this study has carried out a research on the application of the flipped classroom teaching model in Senior High School English reading teaching,aiming to verify the following two hypotheses:(1)Flipped classroom teaching model can improve students' English reading ability in senior high school English reading teaching.(2)Flipped classroom teaching model can stimulate students' interest in senior high school English reading teaching.In this study,the students of Class 6 and Class 7 of Senior Two in Harbin No.1 Middle School were selected as the subjects for the comparative experiment.The hypothesis was validated by reading comprehension test papers and questionnaires before and after the experiment.Among them,the data of the pre-test show that there is no significant difference between the two classes in English reading proficiency,which proves the feasibility of carrying out the follow-up experiment.At the end of the experiment,the author makes descriptiveanalysis and paired T test analysis of the experimental data by SPSS,and then compares the data before and after the experiment.The results show that the experimental class' s performance has been greatly improved.After that,through the comprehensive analysis of experimental data and questionnaire data,the two hypotheses in this paper are verified.In addition,this paper also analyzed the causes of the four problems found in the teaching experiment and put forward solutions to these four problems.Finally,the author discussed some limitations and shortcomings in the implementation of the experiment and the direction and trend of future research.The innovation of this study lies in the analysis of the senior high school English reading teaching under the new curriculum's characteristics and senior high school students' characteristics before the experiment,and the analysis of the causes of the problems found in the experiment implementation process after the experiment and the corresponding solutions.The author hopes this study can give some inspiration and reference to other researchers.