An Experiment Of The Application Of Flipped Classroom In Senior High School English Teaching

Nowadays, as the new curriculum reform is carried out widely and intensively, there are some new challenges appearing in senior high school English teaching. With these remarkable achievements, there still exist some problems. For example, it’s difficult for students to achieve the expecting achievements and the self-learning and cooperative learning abilities for students are weak. The flipped classroom teaching model as a new teaching model and organization form has provided some new ways and inspirations for education reform, which emphasize the student-centered teaching model. At the same time, the flipped classroom teaching model can satisfy the learning needs of students, which promote students learning interest. And it pays more attention to cultivate students’ self-learning ability.Based on Robert Talbert’s flipped classroom teaching model, this paper aims to design a flipped ELT model in senior high schools under the guidance of constructivist learning theory, cone learning theory, self-access learning theory with the support of technology, hoping to construct a more student-centered, effective and pleasant ELT classroom in coordinating with the core value of the new curriculum reform. This study uses both quantitative and qualitative methods to analyze the data and explores an effective flipped ELT model. In this paper, the author carefully examines the three different stages of the experiment of flipped classroom English teaching model.In the first stage, literatures abroad are reviewed. Based on gap of the literature review of the flipped ELT classroom, the research objectives are confirmed.In the practical teaching stage, the study takes senior high school students in two classes of Grade 1 in Hubei province as the research subjects and conducts the classroom observation, questionnaire survey and interview, etc as the research methods. These three rounds of experiments can be beneficial to the teaching procedure and teaching design, exploit the learning resources, and then discuss the strategies of flipped classroom teaching model.The first round of experiment is based on Robert Talbert’s flipped classroom teaching model. The author uses the learning guide, micro video and courseware. The second round of experiment is based on the QQ platform. There are real-time interactions between teachers and students. In this way the teachers can answer students’ questions timely. The third round of the experiment is to add the evaluation form in their learning before class and interacting in class, the author uses of group evaluation form and self-evaluation form for students’ evaluation and supervision.In the summing-up stage, after deliberating and practicing on those stages’ that is, the preparation stage, the pre-class study stage, the pre-class interaction stage, and the in class study and consolidation stage, it raises the teaching procedures in the senior high school flipped ELT model.The results of the experiment show that flipped ELT model is a practical and technical approach. It stimulates the students’ English learning interest and motivates their initiation in English learning. According to data analysis in this study, the flipped ELT model has shown its advantages. That is more coherent with the core idea of student-centered of new curriculum reform.Last but not least, this study has some limitations. It is insufficient on the diversity in subjects and the duration of experiments. Besides, the scarcity of available ideal tests may subtly affect the results. It is an indisputable fact that teaching evolves with the technological advancements. Considering above problems, future study should focus on the designing of future flipped ELT model in senior high school.