Abstract
With the emerging of new ideas and technology, along with the deep integration of information technology and the curriculum, the “Flipped Classroom Model” is put forward to answer the call for technology enhanced and student-centered learning environments. It inverts the typical cycle of content acquisition and application, so as to redistribute the class-time compared to traditional classroom. Applying the idea of flipped classroom to EFL teaching in China is proposed in this paper, in which the students will acquire new knowledge through the teaching courseware by themselves before class in order to save lecture time and increase interaction with target language and engagement in activities in class, so that the problem of lacking enough English-using opportunities and individual guidance for students can be solved. The documentary research method will be applied in this thesis study. Relative literature materials and documents both from the internet and libraries will be analyzed and summarized. The challenges and advantages and prospects of EFL teaching under Flipped Classroom Model are to be analyzed, too. Thus based on the several general designing models and principles of Flipped Classroom Model, the teaching models of EFL teaching class of various types can be drawn as a conclusion.
The study concludes nine principles for designing flipped classroom, respectively providing an opportunity and incentive for students to prepare for class, establishing a system to assess students’ understanding, offering clear connections between in-class and out-of-class activities, instructing clearly defined guidance, giving enough time for students to carry out assignments, facilitating to build a learning community, and providing prompt feedback and technologies familiar and easy to access. In addition, the study also make a contrast between traditional writing class and new writing class under Flipped Classroom Model. And three grammar teaching methods are introduced in order to combine them with Flipped Classroom Model. The study thus gives teaching designs of writing class and grammar-teaching class under Flipped Classroom Model. The teaching design can be divided into two stages: before class and in class. Relevant steps, distributed time, procedures and intention are given in the study, thus providing a instruction for teachers to implement.
Keywords: Flipped Classroom Model; EFL teaching; application analysis; teaching designs
Contents
Abstract
摘 要
1. Introduction-2
1.1 Background of the Study-2
1.2 Objectives of the Study-3
1.3 Organization of the Study-3
2. Literature Review-4
2.1 The Definition of Flipped Classroom Model-4
2.1.1 The Origin of Flipped Classroom Model-4
2.1.2 The Development of Flipped Classroom Model-4
2.2 Characteristics of Flipped Classroom Model-5
2.2.1 Characteristics of Flipped Classroom Model-5
2.2.2 The Differences between Flipped Classroom and Traditional Class Teaching-6
2.3 Foreign Study on Flipped Classroom Model-7
2.4 Domestic Study on Flipped Classroom Model-8
3. The Application of Flipped Classroom Model in EFL Teaching-10
3.1 Status Quo of EFL Teaching in China-10
3.2 Necessity of Flipped Classroom Model in EFL Teaching in China-11
3.3 Previous Researches of Application of Flipped Classroom Model in EFL Teaching-12
3.4 Prospects of Flipped Classroom Model in EFL Teaching-12
3.5 Challenges of Flipped Classroom Model in EFL Teaching-13
4. Design Principles and Teaching Methods of Flipped Classroom Model in EFL Teaching-15
4.1 Design Principles of Flipped Classroom Model in EFL Teaching-15
4.2 Teaching Designs of Flipped Classroom Model in EFL Teaching-17
5. Conclusion-23
References-24
