An Empirical Study Of The Flipped Classroom On English Reading In Junior High School

In order to adapt to the deepening of curriculum reform,in line with the curriculum reform of junior middle school English teaching put forward new demands,the author through the study found that,the flipped classroom teaching mode has a new concept and organizational form compared with the traditional teaching mode,it overcomes the traditional teaching of middle school students’ autonomous learning ability to lack,collaboration,probe into such problems as weak.Compared with the independent learning mode,it is more purposeful and more suitable for junior middle school students’ cognitive rules.However,this teaching mode is rarely explored by teachers in junior middle school English classes,especially in the three northeastern provinces.The purpose of thesis is that the efficient of junior middle school English reading class can be improved with flipped classroom teaching model.This model will improve students the ability to obtain reading.The research questions of this thesis as follows:1.Can flipped classroom teaching model improve students’ understanding of texts?2.Can flipped classroom stimulate students’ interest in reading compared with traditional teaching mode?3.Can flipped classroom improve students’ confidence in reading compared with the traditional teaching model?58 students from class 1,grade 7 and 53 students from class 3,grade 7 were employed in this research,these students study in a junior high school in Jilin city.The author investigated the current situation of English reading in junior high school with questionnaire survey and pre-test paper,and analyzed the results of questionnaire and test paper to understand the basic situation of English reading teaching in junior high school and students’ attitude towards flipped classroom teaching model.Before the experiment,SPSS was used for independent sample T test for the average reading scores of class 1 and class 3,grade 7.P>.05 proved that there was no significant difference in the scores of the two classes,and the two classes were taught by the same teacher.After that,the author conducted teaching experiments on students for 16 weeks.At the end of the experiment,another questionnaire survey and joint examination were conducted.Independent sample T test was conducted with SPSS,and P<.05 proved that there was a significant difference in performance before and after the experiment.Through the analysis of questionnaire data and the independent sample T test with SPSS,students’ reading interest and reading confidence have also been significantly improved.Through research,the author draws the following four conclusions: 1.Flipped classroom teaching mode can improve students’ understanding of texts.2.Compared with traditional teaching mode,flipped classroom teaching mode can improve students’ interest in reading.3.Flipped classroom teaching model increases students’ reading confidence.4.Most students like the flipped classroom teaching model and confirm its usefulness.