Application Of Flipped Classroom In High School English Reading Teaching

Reading is a significant way for people to acquire information in real life.It is also an important means to increase language knowledge and enlarge vocabulary.English reading ability is often used as a more comprehensive and important measurement standard of a student's English proficiency.However,in the English reading teaching,there are still some problems such as vague positioning of teaching objectives,unclear interpretation of texts,improper selection of teaching contents,and single stereotype of teaching models,etc.The flipped classroom breaks through the restriction of time and space in traditional classroom teaching.Teachers can optimize the teaching procedures according to the target needs,and combine the accepting learning with exploratory learning.Therefore,this study attempts to apply the flipped classroom to the high school English reading teaching,in order to arouse students' interest in English reading,cultivate students' self-learning and cooperative learning ability,and finally accomplish the teacher's aim at in improving students' reading level.Adopted related literature,experiment method,interview method and questionnaire survey method,the author selected 92 students from two parallel classes in Xi'an No.38 Middle School as the research subjects,and the teaching experiment lasted for eight weeks.Class 15 was experimental class,using flipped classroom.Class 17 was controlled class,using PWP reading teaching model.With the help of the pre-test score,post-test score and the questionnaire survey before and after the experiment,this study aims to answer the following questions: ? Can flipped classroom improve the English reading achievements of high school students? ? Can flipped classroom arouse the English reading interest of high school students? Pre-test result showed that there was no significant difference in English reading between the two classes,which proved that the subsequent experiment was feasible.After the experiment had finished,the author used the independent sample t-test and the paired sample t-test to compare and analyze the data before and after the experiment.The test result showed that there was a significant improvement of the reading achievements in the experimental class.Based on the comprehensive analysis of test scores and questionnaire results in the two classes,the study draws the following conclusions: ? High school English reading teaching under the guidance of flipped classroom can improve the English reading level of senior high school students;? High school English reading teaching under the guidance of flipped classroom can arouse the English reading interest of senior high school students.Finally,some referential suggestions were provided by combining the reflections of flipped classroom's application with students' opinions,in order to apply the flipped classroom to English reading teaching.