翻轉課堂教學模式在大學英語教學中的應用研究

1、AcknowledgementsI wish to express my great gratitude to my supervisor, Mrs. Wang , who I learn a lot from their enlightening and precious advice given to my during the process of completing this paper. She provided me with insightful and patient guidance on the selection of materials, the decision o

2、f the outline, and the revise of my paper.I am also grateful to all the teachers effort to endow me with abundant knowledge during my four years university study in the Foreign Language department, Xian yang Normal University. I learn a lot of knowledge about teaching and it can be useful in my life

3、.Although it is a laborious and time-consuming task for most graduates, I enjoy this period of time because I realize my growth and progress in various aspects. It is the most important to experience and learn from all meaningful things.Last my thanks would go to my beloved family for their loving c

4、onsiderations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmate who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.AbstractFlipped classroom is a curr

5、ent research focus both in foreign countries and in China. It is the most difficult point because of the limited teaching time in college English teaching. In our country, the research and application of the flipped classroom is still in its initial stage. At present, the domestic empirical research

6、 on flipped classroom has just started, the teaching cases mainly focus on science teaching, and only a small amount of research is about the application of English teaching. Therefore, it is a useful exploration and attempt to construct the flipped classroom model in College English teaching and in

7、vestigate the effect of the model. The flipped classroom model swaps the traditional arrangement of knowledge imparting and knowledge to improve teaching effectiveness. And there have been numerous studies on the flipped classroom model both at home and abroad. After a review of these studies with r

8、espect to the development and theoretical foundation of the model, this paper focuses on its specific procedures and characteristics in Chinas college English teaching. The paper is expected to contribute to the development of research on the flipped classroom model and provide implications for effe

9、ctive application on the model in college English teaching.Key Words: flipped classroom; teaching model; College English teaching摘 要 HYPERLINK javascript:; 翻轉課堂是近年來國內外研究的熱點，而大學英語教學由于教學時間有限成為教學難點。 HYPERLINK javascript:; 我國翻轉課堂的研究與應用仍處于起步階段，關于翻轉課堂的實證研究剛剛起步，且主要集中在理科教學方面， HYPERLINK javascript:; 僅有少量涉及在英

10、語教學中的應用，因此，初步構建大學英語翻轉課堂模式并探討該模式在教學中的效果不失為一種有益的探索和嘗試。 HYPERLINK javascript:; 翻轉課堂模式顛倒傳統(tǒng)教學中知識傳遞與知識內化兩個階段以提高教學效果，針對翻轉課堂模式國內外已經開展大量研究。 HYPERLINK javascript:; 本文綜述翻轉課堂模式的發(fā)展過程和理論依據，總結梳理翻轉課堂模式在我國大學英語教學中的實施流程和任務特點。 HYPERLINK javascript:; 希望能為翻轉課堂模式的研究發(fā)展及其在大學英語教學中更為有效的應用提供啟示。 HYPERLINK javascript:; 關鍵詞：翻轉課堂；

11、教學模式；大學英語教學ContentsTOC o 1-3 h z u 1. Introduction 12. Literature Review 22.1 The concept of the FCM 32.2 The theoretical bases of the FCM in College English 32.2.1 Peer Instruction 42.2.2Mastery Learning Theory 42.2.3Autonomous Learning Theory 52.2.4 Constructivism 52.2.5 Games-learning theory 73.

12、The application of the FCM in College English 73.1 The teaching design of the FCM 73.1.1. The development of class resources 83.1.2 Learning autonomously before class 83.1.3 Communication between each other in class 83.1.4. The feedback assessment of teachers 103.1.5 Summary and reflection after cla

13、ss 113.2 The characteristics of the task in the FCM 113.2.1 Student-centered 113.2.2 Independent Learning 123.2.3 Interactive Study 123.2.4 Personalized Learning 123.2.5 Modern information technology 134. The feasibility analysis of the FCM in college English teaching 134.1 The dilemma of college En

14、glish teaching 134.2 The advantages of the FCM in College English 144.3 The concrete operations of the FCM in College English 154.3.1 The teachers role 164.3.2 Improving teachers and students information technology skill 164.3.3 Enhancing students autonomous learning ability 165. Conclusion 17Biblio

15、graphy 19The Application Research of The Flipped Classroom Model in College English Teaching1. IntroductionThe development of English has become an indispensable tool in international communication, so the quality of English teaching also not allows us to ignore in such a diversity of information ag

16、e. Education mode should also adapt to change and adjustment. English teachers should conform to the trend of the development of HYPERLINK javascript:; the age and make full use of the internet to reach teaching content, teaching method and solve the deficiency of English teaching. Let the students

17、learn more effectively. College English as the compulsory foundation course of college, students should not only cultivate the students English comprehensive ability but also improve the students comprehensive cultural quality. In order to achieve the teaching goal of the College English, it emerged

18、 many teaching reforms and innovations. HYPERLINK javascript:; The flipped classroom mode is one of the new teaching was. The flipped classroom in foreign also has a wider theory and practice base. It is gradually developing in recent years in our country in the field of teaching. In this paper, res

19、earch and application of flipped classroom pattern in the overseas, the present domestic situation and development of the application of the reverse mode in college English classroom teaching are looking forward the study of the flipped classroom. Hoping that we can use flipped classroom college Eng

20、lish teaching more reasonable, effectively.The flipped classroom is meant to converse the traditional knowledge into knowledge internalization and transfer knowledge. Teachers and students communicate with each other, students and students study cooperatively, in order to cultivate students ability

21、of intellectual. Marcey and Brint reveal another difference between the flipped classroom mode and the traditional teaching model. Knowledge is transferred through the information technology and assimilated through the interaction between teachers and students.Flipped classroom is a product of infor

22、mation technology. Flipped classroom is a form of blended learning, and it compasses any use of technology to leverage the learning in a classroom, so that the teachers spend more time interacting with students rather than lecturing.Jonathan Bergmann and Aaron Sams are the pioneers of flipped classr

23、oom who puts it: Basically the concept HYPERLINK javascript:; of a flipped class is this: that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. But as you will see, HYPERLINK javascript:; there is more to a flipped

24、classroom than this.(2012)The new teaching model is named flipped , because the conventional classroom order is inverted . Students first learn the materials independently, typically using video lessons made by instructors (Ronchetti 2010). In the classroom, students use the knowledge they learned b

25、efore class to solve problems and do some exercises.The flipped classroom model provides teaching videos for students in self-learning before class and helps students to solve problems and applying practical knowledge in class, the model has attracted much concern in the educational world both in Ch

26、ina and foreign countries. Under the background of information technology, the reform of Chinese College English teaching has been transferred to explore the integration of modern information technology and foreign language curriculum, and ultimately promote the quality of college foreign language e

27、ducation (Feng Yuan 2014). Flipped classroom adapts to the purpose of foreign language teaching reform and supplies a practical platform for modern education. In 2006, two middle school teachers in Colorado, the United States, Bergmann Jonathan and Aaron Sams became the initiators and practitioners

28、of flipped classroom by recording videos. In recent years, scholars have paid more and more attention on the concept of flipped classroom. The implication of the flipped classroom in primary and secondary schools and colleges has been increasing (Schwartz 2014).In recent years, flipped classroom mod

29、e is more and more popular in educators abroad. HYPERLINK javascript:; With the development and popularization of the information network technology, flipped classroom mode is established gradually in Junior High school and university teaching. We can say the flipped classroom constructs an innovati

30、ve teaching mode, and is the destruction of the traditional teaching model innovation. Flipped classroom as a product of the education of a fine has the unique advantages that traditional teaching mode cant compare with. If we use flipped classroom mode in teaching, we cannot only to conform to the

31、trend of the development of the education in the formation era, but also create a convenience for the students learning. So, flipped classroom will be a classroom teaching reform in global wave. Such as the United States has turned around class organized seminars, and has established a number of sit

32、es. A huge learning network is extending all kinds of schools at all levels.2. Literature Review HYPERLINK javascript:; This chapter presents the concept of the flipped classroom model. The research trends and studies of flipped classroom in college English teaching are also introduced. And five the

33、ories are introduced.2.1 The concept of the FCMFlipped classroom means that teachers use teaching video as the main form of learning resources and students complete the teaching video learning in the information environment. In the classroom, teachers and students finish the homework collaboration,

34、explore and interactive activities such as a new type of teaching mode. The basic features of flipped classroom are based on constructivism theory as the instruction and supported by modern education technology. Through the traditional teaching process implementation of knowledge transfer advanced a

35、nd knowledge internalization optimization.Flipped classroom was put into elementary and middle school at once in the United States. In 2007, the university classroom teaching practice is deepening. Related researchers are also increasing and producing a series of research. Application research mainl

36、y focused on the application and effect of flipped classroom in foreign countries, the application of comparative study with traditional teaching and design and implementation method of the flipped classroom. Such as the United States education technical expert Strayer confirmed that the flipped cla

37、ssroom has a significant positive effect on learners cooperation ability and the cultivation of innovation ability through the comparison with the traditional classroom. California state university of a scholar of Enfield was conducted a research. The results show that the flipped classroom helps st

38、udents internalize learning content, improving students self-confidence and autonomous learning ability and the effect is remarkable. American Scholar Darwin through empirical study confirmed the positive effect of the flipped classroom and pointed out that the personalized learning enhances the stu

39、dents learning motivation. Above study is applied research in science, engineering and the course of the liberal arts of applied research are relatively small. Such as the two universities in the United States History teachers Gaughan and Westermann bravely innovated and tried to practice flipped cl

40、assroom in the history course. Their research showed that flipped classroom mode can improve students input in the classroom, enhancing the enthusiasm of the students.In recent years, domestic researchers are developing gradually and emerging in a number of influential research results. But the stud

41、y also is given priority in science and engineering courses. Nearly three years, flipped classroom gradually is introduced into the model of college English teaching practice and research. Researchers attempt to build and appreciate different types of college English flipped classroom mode.2.2 The t

42、heoretical bases of the FCM in College EnglishFlipped classroom has been a popular research issue. There are some theories supporting the flipped classroom model, among them, Peering Instruction, Mastery Learning Theory, Autonomous Learning Theory, Constructivism, and Games-learning theory are the m

43、ost influenced theories on flipped classroom.2.2.1 Peer InstructionHarvard University Professor Mazur laid the foundation of flipped classroom of the guiding ideology. They think that learning can be divided into two stages, one stage is knowledge transfer. The other stage is knowledge internalizati

44、on. Peer teaching method emphasizes the mutual learning between students, which are the students themselves through mutual discussion. HYPERLINK javascript:; It is playing a key role in the teaching process to understand the teaching content, and improving the ability to solve the problem. In an are

45、a of education technology is highly developed, and transferring knowledge is not a difficult task. The teachers can completely change from speaker to tutor，which promotes students to absorb the teaching content and internalization in the classroom.2.2.2Mastery Learning TheoryMastery learning first a

46、ppeared in the 1920s. But it was kept a watchful eye until the 1960s. Master learning was formally proposed by Benjamin S.Bloom in 1968. It is an educational philosophy and instructional strategy. Bloom has affirmed that the correlation between ability tendency and learning grades is close to zero.

47、Bloom confirms that if the best teaching and enough time is provided to students, the students will obtain good learning results.Mastery Learning Theory advises that the key point of instruction ought to be the time demanded for different students to study same material and achieve same level of mas

48、tery. This is different from traditional classroom teaching. It pays more attention to differences of students ability. In mastery learning, it changes in responsibility, so students failure is more due to the teaching and not necessarily lack of ability. Therefore, the environment of mastery learni

49、ng, the challenge becomes supplying more time and using instructional strategies so that all students can achieve the same level of learning.Mastery learning is one of the most highly investigated teaching methods over the past 50 years, while it has been the subject of high criticism, it has also b

50、een found to have resounding success when implemented correctly (Guskey 2009). Flipped classroom is also a product of technology exploration. It takes the principles of Mastery Learning Theory. HYPERLINK javascript:; In the flipped classroom, students learn the course according to their own schedule

51、. When they accomplish unit, they need to finish the small unit test. If they cant pass the test, they need to go back to study until they pass, they can continue learning the following unit. So the grades of students are decided by what they have learned. Mastery Learning Theory plays a significant

52、 role in flipped classroom. Students are becoming the main body of learning in this model. Flipped classroom focus on the students initiative the teachers feedbacks, the promotion of the study and the evaluation. Under the guidance of Mastery Learning Theory, the author tries to make students more a

53、ctive to study college English.2.2.3Autonomous Learning TheoryDifferent scholars attempt to delimit from different perspectives about autonomous learning. For the definition of autonomy, Dickinson (1987) believes that learners make and take action the decision related to learning in the autonomous c

54、ase. For the definition of autonomous learning ability Holec (1981) suggests that it is a kind of ability to master their learning. Benson (2005) claims that the autonomous contains three levels of control: the control of learnings management, cognitive process and learning content. Finally, for the

55、 connotation of autonomous learners, Miller and Gardner (2002) defined them as the people who plan and carry out the study. The view are different, but they all stress the autonomous of learners including making learning objectives, choosing learning content and learning methods, monitoring learning

56、 process, and creating evaluation methods.In the view of advocates of Autonomous learning Theory, the relation between teachers and students is not limited to a single teaching and listening, their roles are diversified and the connotation is more abundant. For example, Miller and Gardner (2002) sug

57、gests that teachers work as tutoring, providing ideas, developing the teaching materials, managing instruction, organizing activities and so on. Learners also take more responsibilities in the study of learning plan, assessment, self-encouragement and self-study.The FCM fully represents the idea of

58、Autonomous learning Theory. Before class, teachers should prepare the relevant teaching materials including videos, plans, PPT and tests, students should study by using the teaching materials provided by teachers. Therefore, in the whole process, it is extraordinarily important for students with the

59、 autonomous learning. Meanwhile, teachers play a role of organizing and giving advice.2.2.4 ConstructivismConstructivisim is a branch of cognitive psychology, it was first put forward by Piaget (1966).In the developing process, it assimilated the essence pf Bruners (1960) Discovery learning Theory ,

60、 AusBells (1968) Meaningful learning Theory and Uygotskys (1978).Historical and Cultrual Psychology Theory and can reveal the cognitive law of human learning process.Construction learning theory (Vygotsky, 1978) first underlines the central status of students are the subject of cognition and informa