| In the information era,the rapid development of computer network and other information technology has dramatically influenced the education reform.The project-based learning model based on flipped classroom(FC-PBL model)can achieve the transition from"teacher-centered" to "student-centered" teaching.FC-PBL model embodies the concept of the new curriculum reform,as well as conforms to the development trend of education informatization.Accordingly,the author designed the FC-PBL model and applied it in the middle school English teaching in order to explore its teaching effect.This research mainly explores the following three questions:1.What effect does FC-PBL model have on students’ English autonomous learning ability?2.Can the FC-PBL model improve students’ English scores?3.What are students’ viewpoints on the application of FC-PBL model?In accordance wiht constructivism learning theory,sociocultural learning theory and the autonomous learning theory,two parallel classes of Jianhu Huiwen Junior Middle School located in Yancheng City were selected as subjects of this study which lasted for 4 months.Class 5 with 41 students was selected as the experimental class(EC)and Class 6 with 40 students was selected as the control class(CC).As planned,the FC-PBL model was applied in EC and the traditional English teaching model was applied in CC.Pre-test and post-test were conducted in EC and CC respectively with the purpose of testing English proficiency of the two classes.Comparative analysis of collected data was made by SPSS 22.0.At the beginning and at the end of the experiment,questionnaires were employed in EC to find out if any significant changes of the students’ autonomous learning ability have taken place throughout the experiment.The data were collected and analyzed by Paired Samples T-test with SPSS 22.0.At the end of the experiment,6 students were randomly selected to receive an interview in order to probe into their viewpoints on FC-PBL model.The interview was carried out in Chinese and the results of the interview were converted into text and then analyzed.The study drew the following major conclusions:1.The FC-PBL model could effectively improve students’ English autonomous learning ability,and its improvement reflected in aspects of motivation,strategy,time,process and result was more significant.Specifically,learning motivation was strengthened;learning methods and strategies were used more effectively;learning time was relatively flexible;awareness and ability of monitoring learning process as well as reflecting on and evaluating their learning results were enhanced.2.The statistics of tests showed that students in EC have achieved more remarkable progress in English scores than that of students in CC,which indicates that FC-PBL model has distinct advantage on improvement of students’ English scores compared to traditional English teaching method.Concerning students at different levels of English,only the middle achievers in CC were significantly affected by the traditional teaching model.In contrast to CCm,students in EC at all levels of English were significantly affected by FC-PBL model,which illustrates that FC-PBL has distinct advantage in improving scores for students at all levels of English compared with traditional English teaching model.3.According to the interview,students showed overall high satisfaction with the FC-PBL model.This teaching model was conducive to enhancing students’ enthusiasm and interest in the classroom,strengthening students’ self-confidence and motivation in learning English.Meanwhile,some non-linguistic ability such as cooperative skills,critical thinking ability,autonomous learning ability,information literacy and so on were improved to varying degrees.Finally,according to the findings,some suggestions are addressed for the future research of the FC-PBL model.First,the experiment could be conducted in listening,speaking,reading and writing separately so as to probe into its effectiveness from different dimensions.Second,the number of research objects needs to be expanded to improve the validity and reliability of statistics. |
