Abstract
In the last several years, flipped classroom teaching mode is now one of the latest teaching modes. It enhances students’ ability of the self-learning, communicative competence and cooperative learning in the class. This study in senior English teaching verifies the effect of the flipped classroom teaching mode, so that it can improve the students’ learning efficiency and enhance the students’ autonomous learning ability in College English teaching. Through the questionnaire survey data can be seen that the results of experimental classes and regular class of significant differences in the final exam, the effect of flipped classroom teaching mode that advanced English teaching has a role. Finally, from the analysis of the advantages and disadvantages of classroom teaching, according to the characteristics of flipped classroom teaching mode, I put forward some reasonable suggestions to ensure that the teaching effect, to improve students’ autonomous learning ability.
Key words: Flipped Classroom Teaching Mode; College English Teaching; The Empirical Analysis
Contents
Abstract
摘要
Chapter 1 Introduction-1
1.1 Research Background-1
1.2 Flipped Classroom Teaching Mode Research Situations at Home and Abroad-1
Chapter 2 The Theoretical Basis of Flipped Classroom Teaching Mode-3
2.1 The Connotation and Features of Flipped Classroom Teaching Mode-3
2.1.1 The Connotation of Flipped Classroom Teaching Mode-3
2.1.2 The Features of Flipped Classroom Teaching Mode-3
2.2 The Theoretical Basis of Flipped Classroom Teaching Mode-5
2.2.1 Meta-cognition Theory-5
2.2.2 Support Theory-5
2.2.3 Autonomous Learning Theory-5
Chapter 3 The Empirical Analysis of the Influence of English Learning Effect Teaching Mode on Students’ English Learning Effect-6
3.1 The Empirical Design-6
3.2 The Research Object-6
3.3 Learning Content and Resources-6
3.4 The Research Methods-6
3.5 Empirical Research on the Process-7
3.6 The Empirical Data Analysis-8
3.6.1 The Empirical Data of Quantitative Research-8
3.6.2 Interview Survey Analysis-11
Chapter 4 Conclusions and Recommendations-13
4.1 The Research Conclusions-13
4.2 Improve the Rationalization Proposal to the Effect of Flipped Classroom Teaching-14
4.2.1 Don’t Pay Attention to Video and Despise Communication-14
4.2.2 Don’t Pay Attention to Self-study and Ignore the Teachers Teaching-14
4.2.3 To Change the Final Evaluation Form for Teaching Process Evaluation-14
Bibliography-15
Appendix-16
Acknowledgements-18
