A Study Of The Flipped Classroom Mode Applied To English Revision Teaching In Senior Grade Three

With the new curriculum reform going deep, English teaching has made remarkable achievements. But the existing problems can’t be ignored. For example, the results of English revision teaching in senior grade three are barely satisfactory though teachers and students invest lots of time and energy. For one thing, teachers always adopt the mode of "one person has the say " in the classroom to catch up with progress, which makes students bored. For another, students are not interested in the teaching contents because they think they have learned these contents before. The flipped classroom mode brings new thoughts to English revision teaching in senior grade three. The new mode stresses stimulation of interest, development of self-study ability and cooperative innovation ability, which meets the needs of learners. With the development of the Internet and the application of information technology to education field, more and more curricular carry out teaching reform adopting the flipped classroom mode. However, most of the teaching practice focuses on logical subjects such as maths and science. Research on the new mode applied to language academics is not enough. So the author tries to combine the flipped classroom mode with English teaching and applies the new mode to English revision teaching in senior grade three, aiming to explore:(1)what advantages the new mode has in improving students’ learning state and academic performance;(2)what differences there are in the improvement of the high-grade group, the middle-grade group and the low-grade group students;(3)how to apply the new mode properly in order to enhance the effectiveness of English revision teaching in senior grade three.On the basis of the research and analysis of the theory and practice about the flipped classroom, the author uses questionnaire method and experimental method, chooses one science class in Grade Three of Suzhou No. 5 Senior High School as the research subject and carries out two phases of teaching practice. During each phase, the author first revises a grammar item or a module using the routine teaching mode, and then revises another one similar in category and difficulty using the flipped classroom mode. Questionnaire is done among the students after a revision teaching using the new mode to know what the students think about the new mode. Furthermore, after each revision teaching, the students take an examination and the author analyzes the data using SPSS19.0 statistical software. On the basis of the experimental results, the author has drawn conclusions as follows:(1)the flipped classroom mode indeed possesses superiority in improving students’ learning state and academic performance;(2)in the new mode, students in the middle-grade group have made the greatest progress, the low-grade group is the second and the high-grade group is the third. Moreover, in combination with the teaching practice, the author points out that several key points should be payed attention to when the new mode is applied to English revision teaching in senior grade three.This thesis consists of five chapters. Chapter 1 is the introduction to the research background, purpose, significance and structure of the paper. Chapter 2 introduces the origin, definition, differences between the new mode and the routine mode, theoretical basis of the flipped classroom and studies of the flipped classroom at home and abroad. Chapter 3 introduces the research problems, participants, tools and processes and the steps the author takes to apply the new mode to the two phases of teaching practice. Chapter 4 presents and discusses the results of the experiment. Chapter 5 is the conclusion part. In this chapter, the author also reflects on the study and puts forward some suggestions for future studies.