The Practical Research On The Flipped Classroom Teaching Mode Of Business English In Secondary Vocational Schools

With the development of economic globalization,the demand for related professionals in the foreign trade industry has become increasingly heated.According to the needs of foreign trade occupations,many secondary vocational schools have successively set up international business majors to cultivate highly qualified secondary technical talents in a targeted manner.However,in the actual training process,due to the influence of various factors,it is difficult to achieve the expected teaching effect.On the one hand,the structure of curriculum knowledge in China Business International Business is complex and operative,and requires a high degree of coordination between teachers and students;on the other hand,the secondary vocational students have a weak foundation and low interest in learning.This is difficult to achieve in the daily learning environment."Active learning".At present,most of the classroom teaching content in secondary vocational schools is still "emphasizing theory and practice," and students' practical ability after graduating can hardly meet the requirements of the company's job requirements.The traditional teaching model of "teachers speaking and students listening" is tedious and difficult to improve.Learn interest and classroom atmosphere.Currently,in the context of “Internet+” education,the “flipping classroom” teaching model as a modern education model has set off an upsurge of exploration in the field of education both at home and abroad.After the practice and application of more and more first-line teachers,it is good.The teaching effect has already emerged.This article is based on the research of the new teaching model.Taking the business English class as an example,the “flipping classroom” teaching mode is applied to the classroom teaching of the international business professional in the secondary vocational school to stimulate the students' enthusiasm for learning,reduce the burden of preparing lessons for teachers,and improve students' practical application.Ability to improve the quality of classroom teaching in the international business professional.This study first reviews the theoretical basis of the teaching model on the basis of consulting a large number of domestic and foreign "flipping classroom" related literature,and clear the teaching principle of flipping classroom teaching.Secondly,we selected Dalian International Business School 16 th and 17th-level financial accounting students as the research subjects and issued 100 questionnaires to investigate and analyze the current status of international business English classroom teaching,the design of flipping classroom teaching front,and the design of teaching activities.According to the problems reflected in the survey results,the front-end and teaching activities of the flipping classroom for the international business professional business English course were designed.Thirdly,in order to prove the feasibility of flipping the classroom teaching model in the business English classroom teaching application,we selected the professional class "Business English" in the "Business Lunch" lesson to flip classroom case studies.Finally,by re-issuing survey questionnaires to investigate the effect of flipping the classroom,the traditional teaching is compared with the flipped classroom teaching,and the advantages and disadvantages of this flipped classroom implementation study are summarized.The main contribution of this research is to explore the application effect and feasibility of flipping classroom teaching model in the practice of business English teaching in secondary vocational schools.Through the analysis of actual teaching cases,it is found that flipping the classroom teaching mode can help improve the quality of classroom teaching in the middle school business English,and flipping the classroom teaching mode can be used in the classroom teaching of business English in the middle school.