A Study Of The Application Of The Flipped Classroom To High School English Teaching And Its Effects

With the rapid development of times,the pace of educational informationization is also speeding up.It goes without saying that English is playing an increasingly important role as a communicative tool.The English Curriculum Standard for Senior High School(2017)clarifies that the specific goals of the English course in Senior High School are: “to cultivate and develop students' core competence such as language competence,cultural consciousness,thinking quality,learning ability and so on”.With the deepening of English curriculum reform in middle schools,English teaching in senior high schools is facing new opportunities and challenges.Although great achievements have been attained,a number of problems have been exposed.Under the influence of traditional teaching methods and exam-oriented education,most teachers are clinging to the rules of “spoon-feeding”teaching.The classroom is teacher-centered and the teachers' instructions play a dominant role in the classroom.The students passively accept and finish the tasks assigned by the teachers and then consolidate and internalize the knowledge after class.To a large extent,this restrains the development of students' personality.The flipped classroom is a new teaching model,which readjusts the time and order of teaching and learning,and transfers the discretion of learning from teachers to students.Under the flipped classroom teaching model,students watch teaching videos before class and analyze the learning contents according to their own understanding and make notes.After returning to the classroom,they try to solve the problems which they come across during the video watching before class,during which face-to-face communication between the teacher and students,cooperative inquiry among intra-group memebers and extra-group members are mainly adopted.This way of learning before teaching makes students become the principal part of learning and pays attention to the cultivation of students' autonomous and cooperative learning ability.Based on constructivist learning theory,autonomous learning theory and cooperative learning theory,the author takes two high school classes in Baicheng No.1 Senior High School as the research subjects to make a four-month teaching experiment,and then compare the effects of flipped classroom teaching model and traditional teaching model in high school English teaching.Through questionnaires,interview and classroom observation,the author compares the changes of the students' interest in English learning,their participation in the classroom,their learning habits and their mastery of knowledge before and after the experiment.By comparing the test results before and after the experiment,the effects of two different teaching models on learning achievements are analyzed.Through the analysis of the collected data,the author draws the following conclusions: compared with the traditional teaching model,the flipped classroom teaching model has greatly reduced the students anxiety and greatly increased the students' interest in learning,promoted the students' participation in the teaching activities and cultivated the students' autonomous and cooperative learning ability.At the same time,in the course of experiment and investigation,the author has obtained some implications,found some limitations,and put forward some suggestions for further teaching and research.