A Study On The Effects Of The Flipped Classroom On The English Autonomous Learning Ability Of Senior School Students

With the development of information technology,the education field has also been continuously innovating to meet the changing needs of students.New Curriculum Reform calls for some new educational concepts and teaching guidelines,whose core idea is still the student-centered policy and that all teaching activities should be consistent with the development of students’ psychology.The traditional school teaching model is mainly taught by teachers,ignoring the training of students’ autonomous abilities.Simultaneously,flipped class characterized by student-centered learning environment,with good results at abroad,is introduced into the Chinese classroom,receiving the attention from local experts and teachers.What’s more,this new teaching model is seen as a novel approach to English teaching reform.Flipped class,as a new kind of teaching model,subverts the traditional teaching model,whose requirement is that students should learn new knowledge autonomously before the class;students should internalize the knowledge with teachers’ guidance by participating a variety of designed activities during the class;students should take the initiative to check on their practice and summarize what they have learned after the class;and one of whose advantages is to cultivate students’ autonomous learning ability.Meanwhile,one of learning goals advocated by China New Curriculum standard is cultivating students’ autonomous learning ability.The purpose of thispaper is to explore whether flipped class can improve English autonomous learning ability of high school students and in what aspects flipped class improve students’ autonomous ability.Also the researcher puts forward suggestions for improving students’ autonomous learning ability.The two questions are addressed in the present study: 1.In what aspects does the flipped class improve students’ autonomous learning ability? 2.In this experiment,what are suggestions for improving students’ autonomous learning ability in the flipped class? In order to investigate these questions,the three-month experiment will be conducted beginning from September,2017 and ending in November,2017.The subjects participating in the present study are 46 high school students and an experienced English teacher,coming from Du Jiangyan senior school in Cheng Du city.The researcher uses questionnaire and interview as research methods and then analyzes the collected questionnaire data by the statistical software Spss20.0.At the beginning of the experiment,46 students are required to complete autonomous learning questionnaire,composed of 34 questions involving six dimensions: learning motivation,learning time,learning method,learning process,learning results,learning environment.At the end of experiment,not only 46 students are required to finish the questionnaire,but also an English teacher and six students who are selected randomly will have the semi-interview.Finally,the data from students’ autonomous learning questionnaire before and after experiment are analyzed quantitatively and the analysis of the interview is in qualitative analytic method.The results of this study are as follows,the flipped class can improve students’ autonomous learning ability significantly,especially revealing in three aspects---learning motivation,learning results,learning method.Based on the findings,the researcher puts forward some suggestions for how to improve students’ autonomous learning ability in the flipped class.In the learning motivation,teachers should attach importance to bring up students’ curiosity and inspire students’ internal learning motivation.In learning time,most of students can’t efficiently arrange their time,because new learning model disrupts the original study arrangement.Teachers should guide students to make a learning time plan,therebydeveloping the habit of how to reasonably arrange the time.In learning method,teachers continuously improve teaching methods in the teaching process and teach students appropriate learning methods so as that students can maximize learning efficiency.In the learning process,teachers should educate the students to learn self-analysis and self-improvement so that students can understand their strengths and weaknesses in learning.In learning results,teachers should instruct students to conduct self-examination and self-evaluation of a module or chapter they have learned.In learning environment,this teaching mode encourages students to find some learning materials on the Internet.What’s more,some suggestions are proposed for further application of flipped class teaching model,also for teachers and students.For implementation of flipped class,time arrangement should cater to students’ needs and follow the class schedule;class activities should be meaningful and efficient;it is necessary to combine experts and parents,teachers and students together to build a flipped class community.For teachers,teachers should fully prepare for the teaching work and combine the flipped class with discipline knowledge characteristics;and teachers should establish a perfect and efficient evaluation system.For students,their learning concepts and learning ways should be changed.