Study On Teaching Effects Of Flipped Model And Traditional Model

Developing students’ reading skill is the focus of English teaching in senior high school. In order to help overcome students’ difficulty in reading comprehension and develop their reading ability, this study applied the flipped teaching model to the teaching of English reading at the level of sentence comprehension, with an attempt to find out whether the flipped model is more effective than the traditional model as an effective way of teaching reading to enhance senior high school students’ mastery of the English knowledge and reading comprehension.This is an empirical study based on the theory of constructivism, learner autonomy and “post method” theory. It aimed to answer two questions:(1) Compared with the traditional model of teaching English reading, is the flipped model more effective in terms of increasing students’ language knowledge? Why or why not?(2)Compared with the traditional model of teaching English reading, is the flipped model more effective in terms of improving students’ ability to comprehend sentences in text reading? Why or why not? Two natural classes in Senior 2 were chosen as the participants of the experiment. Class Two was selected as the experimental group where the flipped teaching model was adopted, whereas Class One was the control group where the traditional teaching model was used. Both qualitative and quantitative data collected from survey, pre-test, posttest and interview were processed and treated by Excel and SPSS.The findings of this study has indicated that in terms of the command of language knowledge, the flipped teaching model featured by problem-solving scenario in class has better teaching effects than the traditional one mainly because students’ questions and confusion in doing the exercise can get timely feedback from the teacher in class, but there is no significant difference between the two models when it comes to the improvement of sentence comprehension in reading. It is because the development of reading ability is not only related to the increase of language knowledge, but also to other factors, i.e. the background knowledge of the reading topic, students’ life experience and world knowledge and their cognitivethinking ability; and the learning strategy training is a long-term process. Furthermore,the research has proved that the classroom atmosphere produced by the flipped teaching model is well received by most of the students.The findings give implications that the flipped teaching modal can be further applied in the English classroom of senior high school. The successful cases abroad could be learned and localized in a flexible way to meet the need of students and requirement of English education reform in diverse and specific teaching situations.