The Cultivation Of High School Students' English Reading Literacy In Flipped Classroom

Reading is an important channel for people to obtain information in their daily lives.It is also a necessary means to expand vocabulary and increase English language knowledge.With the release of the overall framework of “Chinese Student Development Core Competence”,English reading literacy has gradually become a hot issue in the English teaching community.How to cultivate students' English reading literacy becomes a hot current topic.“Flipped Classroom” as a new teaching mode challenges the traditional teaching mode,and students are responsible for their learning both inside and outside classroom.Students are engaged in deep reading,which improves their reading efficiency and reading enthusiasm.Theoretically,high school English reading teaching in Flipped Classroom mode can promote students' English reading literacy.However,there are few empirical studies in this area.Therefore,this study will explore the cultivation of high school students' English reading literacy in Flipped Classroom.The Knowledge Internalization Theory emphasizes how learners use their existing knowledge and experience to understand new information in the external world;Social Constructivism Theory emphasizes that learners are active constructors and problem solvers.People's learning and development take place in interaction with others.Based on Knowledge Internalization Theory and Social Constructivism Theory,this experiment investigates the effects of Flipped Classroom teaching mode on students' English reading literacy,and intends to answer the following questions:(1)What is the status quo of English reading literacy of high school students?(2)How to cultivate high school students' English reading literacy in Flipped Classroom?(3)What is the effect of Flipped Classroom in high school English reading teaching on students' English reading character? And what is the effect of Flipped Classroom in high school English reading teaching on students' English reading ability?After the review of related monographs and periodicals,the author designed a teaching plan and implemented Flipped Classroom teaching mode.Two parallelclasses from High School Attached to Shandong Normal University were chosen as the experimental class and the control class respectively,with 50 students in each class.The experiment lasted 14 weeks,with Flipped Classroom teaching mode in English reading applied in the experimental class while the traditional teaching mode applied in the control class.After pre-test,post-test and questionnaires were conducted,the data analyzed by SPSS show as follows:(1)Through the data collection and analysis of the pre-questionnaire and pre-test,several characteristics of the status que of English reading literacy of high school students are concluded,such as incorrect learning attitudes towards English reading,insufficient English reading and vocabulary and poor reading habits and reading behavior.Therefore,the English reading literacy of high school students needs to improve.(2)With the teaching procedure divided into three parts: pre-class,while-class and post-class,senior high school students' English reading literacy can be cultivated respectively in Flipped Classroom.(3)Flipped Classroom teaching mode has a positive effect on cultivating students' English reading character.High school English reading teaching under Flipped Classroom teaching mode can improve students' English reading ability.Finally,the author combines the limitations of the teaching process of Flipped Classroom mode,and puts forward some specific teaching suggestions in order to provide reference for the cultivation of high school students' English reading literacy in Flipped Classroom.