A Study On The Effectiveness Of The Flipped Classroom Teaching Model In High School English Reading Teaching

Reading is not only an important channel for students to obtain information,but also a necessary means for them to cultivate language sense and enrich their vocabulary.Reading ability is a relatively comprehensive and important measure of students' English reading ability.However,in practical English reading teaching,there are problems such as the using of single teaching mode and neglecting the penetration of cultural background knowledge,which make students' reading enthusiasm and reading ability difficult to be improved.The flipped classroom is to reverse the imparting of knowledge in class and the internalization of knowledge after class.That is to say,students need to watch the teaching video issued by teacher to complete the imparting of knowledge before class,and to complete the internalization of knowledge through discussion in class.Compared with the traditional teaching mode,the flipped classroom can return the classroom to the students to a great extent,giving full play to students' learning initiative,increasing the communication and interaction between teachers and students.Based on Humanism and Blended learning theory,this study applies the flipped classroom to English reading teaching,and explores the validity of the flipped classroom in English reading teaching and the factors affecting the effectiveness of teaching.In this study,170 students in three parallel classes in the second grade of a middle school in Linyi City were selected as the subjects.Among them,two classes were randomly selected as experimental classes,and the other class was a control class.The teaching experiment was carried out for a period of four months.This research adopts the methods of experiment and questionnaire to explore the following two research questions:(1)Can the flipped classroom effectively improve students' reading ability? What are the specific effects?(2)What are the factors that affect the effective implementation of the flipped classroom?In this study,the scores of the experimental class and the control class were compared and analyzed,and the data of the questionnaire were analyzed by exploratory factor analysis.The results showed that:(1)The flipped classroom can effectively improve students' English reading ability,and students' reading performance can be improved.Moreover,the flipped classroom can effectively improve students' ability of detail understanding,logical reasoning and main idea induction,but has little effect on students' ability of guessing the meaning of words.(2)The factors that affect the effectiveness of the flipped classroom are: the degree of pre-class learning input,the effect of classroom activity promoting learning,the degree ofclassroom activities input,and the experience of classroom activity process.Finally,the author puts forward some teaching suggestions in view of the problems and research conclusions in the process of teaching practice,in order to provide reference suggestions for the application of flipped classroom in English reading teaching in senior high school.