An Empirical Study On Utilizing Flipped Classroom To Promote The Ability Of Tibetan Primary School Students' Reading Comprehension

Ethnic Education is an important part of the whole national education system,and it is a significant way to realize the common development and common prosperity of all ethnic groups.Language carries the culture and history of a nation,and it is also the most important communication tool for human beings.The teaching of Chinese reading is of great significance to inherit and carry forward the excellent culture and tradition of the Chinese nation.However,as a new teaching mode,the flipped classroom brings a new way to improve the traditional teaching.In Tibetan areas of our country,the primary school students' reading comprehension ability is generally low.This study aims to look for the reasons for the low reading comprehension ability of Tibetan students,and to explore whether the flipped classroom can improve the ability of students' Chinese reading comprehension.Through setting up the Tibetan boarding school "Teaching-And-Learning-Centered" flipped classroom reading model,under the guidance of modern educational thought and related teaching theory,scientific and rational planning and design,creating a variety of teaching activities.To improve the students' enthusiasm for learning Chinese,and increase the students' vocabulary and cultural knowledge,and strengthen language usage,also enhance the consciousness of students' active learning and cooperative learning,cultivate the students' ability to think independently,and finally solve the problem of the low ability of Chinese reading comprehension in Tibetan area.Therefore,the purpose of this study is to find out whether the flipped classroom can promote and enhance the Chinese reading comprehension ability of Tibetan students.The author selects a boarding primary school of grade five students in Gannan Tibetan Autonomous Prefecture of Gansu province as the research object,Implementing flipped classroom teaching,using quasi-experimental method,interview and observation method,and conducting the teaching practice and follow-up observation for 2 months.And using SPSS 22 statistical software,analyzed the collected data,and then draws the conclusion: One,"Teaching-And-Learning-Centered" flipped classroom teaching reading model is feasible in the teaching of Chinese reading in Tibetan area.Firstly,Flipped classroom plays a great role in expanding the students' vocabulary and extracurricular knowledge and cultural background knowledge;Secondly,Flipped classroom can effectively improve students' interest and enthusiasm,enhance students' ability to think independently;Also,It has created a good environment for Chinese language output,greatly increased the opportunities for Chinese practice,enhanced students' ability to use Chinese;Finally,the teacher's attitudes and behavior changes tells us that the teacher has accepted the teaching model.Therefore,it can be said that the "Teaching-And-Learning-Centered" flipped classroom teaching reading model is feasible in the teaching of Chinese reading in boarding primary schools in Tibetan areas.Two,Flipped classroom can effectively improve the ability of students' Chinese reading comprehension in Tibetan areas.From the comparative analysis of the data,we can see that the change of Chinese reading performance of the experimental class students is very significant.There are significantly improved in the five dimensions which are reading ability,general understanding,deep understanding,evaluation ability and application ability.Third,there is a positive correlation between flipped classroom teaching and students' academic performance.The flipped classroom teaching has a great effect on the students with good academic performance,but has little effect on the students with poor academic performance.This study finally confirmed the experimental hypothesis that flipped classroom can improve students' Chinese reading comprehension ability in Tibetan areas,and solve the problem of low ability of Chinese reading comprehension in Tibetan areas,and bring the new vision for Tibetan teachers teaching methods,and provide new ideas for changing traditional teaching mode.