Research On The Application Of Flip Classroom Teaching Based On The Core Literacy Training Of Senior Middle School Students

With the development of education informatization and the continuous reform of the national curriculum,English teaching in high schools is taking on the fundamental task of cultivating and developing the core literacy of middle school students’ subjects and promoting their comprehensive development.At the end of2017,the Ministry of Education issued the "English Standards for General Senior High Schools(2017 Edition)" document,which states that the core literacy of the English subject is composed of four major connotations: "language ability,cultural awareness,thinking quality,and learning ability." In practical English classroom teaching at present,most teachers are still affected by factors such as test-oriented education,and they still adopt the traditional teaching mode led by teachers,and students can only passively accept the knowledge taught by teachers.This teaching model runs counter to the educational philosophy advocated by the current core literacy of English.Therefore,deepening the reform of English teaching,innovating the English teaching model,promoting the transformation of high school English teaching from knowledge-based to literacy-based,and transforming the English learning of middle school students from the process of knowledge learning to the development of core literacy,is to promote high school English teaching from test-oriented education to The key to progress in quality education and to fully realize the unique value of English education in high school.Compared with the traditional classroom,the flipped classroom pays more attention to stimulating students ’enthusiasm and enthusiasm for learning.In the study of language knowledge,it also focuses on the cultivation of students’ autonomous learning,cooperative learning and other learning abilities,as well as the cultivation of thinking abilities and cultural qualities.Therefore,realizing the deep integration of English teaching and flipping teaching in high school and innovating the teaching model will help to cultivate and develop the core literacy of English subject for middle school students and promote its all-round development.This article first systematically discusses the background,significance,andresearch methods of the research,and conducts in-depth study of relevant domestic and foreign literature through the literature research method.It sorts out the relevant foreign and domestic research status to define the core concepts and the theoretical basis of this research.Secondly,using the questionnaire survey and interview method to take the first year of senior high school in Nanchang X as a sample to investigate,the analysis of the results of the questionnaire survey of teachers and students and the results of interviews with teachers found that the main problems in high school English teaching from the perspective of core literacy of English subjects It is manifested in the following four aspects: core literacy training,focusing on form and content,and curriculum teaching goals,focusing on knowledge and literacy.Then this article analyzes the implementation of the class based on the core core literacy of high school English flip classroom teaching design and carries out a teaching application study of new high school English compulsory four "Body language" as a case.It was found that subject-based core literacy in high school English flipping teaching can not only improve the enthusiasm and learning ability of high school students,but also promote the cultivation of high school students’ core literacy.However,in the flipped classroom teaching practice,there are still many deficiencies brought by the influence of many teaching activities and other factors.With regard to how to improve the shortcomings,the author aims to further improve the goal of cultivating the core literacy of students in high school English classroom learning in the flipping class.The author attempts to strengthen the core literacy of the subject and implement the student’s dominant position.Relevant suggestions were put forward in four areas: reform ability,integrating subject teaching content,implementing the core literacy goals of the subject,and establishing a multiassessment evaluation path to promote the all-round development of students.