A Study On The Application Of Flipped Classroom To Teaching English Reaching In Junior High School

Junior high school is the basic stage of students’ English learning.English reading plays a particularly important role in junior high school English learning.Therefore,it is very important to improve students’ English reading ability and cultivate their interest in reading in junior high schools.However,teacher-led mode still dominates the traditional English reading teaching.The students,as learners,only accept knowledge passively and do lots of exercises after class in order to consolidate the knowledge.As a result,students’ reading achievements can not be improved and have not much interest in English reading.With the rapid development of modern information technology,the traditional reading teaching methods in our country can no longer meet the needs of students.In this context,the teaching model of flipped classroom emerges at the historic moment.The exploration and research on flipped classroom in foreign countries originated in universities.In the 1990 s,Eric Mazur began to explore flipped classroom for the first time.With the rise of khan Academy in the United States and the development of Massive Open Online Course,Chinese scholars began to attach importance to the systematic study of flipped classroom.Since 2013,there have been significantly more studies on flipped classroom,and many studies have been applied to specific subjects.Based on the theory of constructivism,cooperative learning theoryand autonomous learning theory,and based on the research of scholars at home and abroad,this study attempts to explore a research on the application of flipped classroom to English reading teaching in junior high school.In this study,the author tries to apply flipped classroom to the teaching of English reading in junior high school,so as to improve students’ English reading performance and enhance their interest in English reading.The study proposes the following two hypotheses:Hypothesis 1: Flipped classroom can improve the English reading scores of the junior high school students.Hypothesis 2: Flipped classroom teaching model can enhance junior high school students’ interest in English reading.The experiment was conducted in Grade 8 of No.29 High School in Hohhot,Inner Mongolia,an ordinary high school in Hohhot.The experiment began in September 2019 and ended in December,lasting four months.The author chose two classes that she had taught for one year to carry out the experiment,with 40 students in the experimental class and 42 in the control class.In the control class,the author still uses the traditional teaching mode of reading.In the experimental class,the author adopts the flipped classroom teaching mode--students watch videos at home in advance according to the pre-class learning materials distributed by the teacher,and complete self-study plan.In class,students use the knowledge they have learned before class to participate in the classroom activities designed by the teacher.In thisexperiment,the author used questionnaires,interview,and pre-test and post-test to collect data,and analyzed the collected data with SPSS 22.0,including independent sample T test and paired sample T test.The final results showed that in the experimental test,the experimental class achieved better reading scores than the control class,and the students in the experimental class performed better than the control class,reaching the level of statistical difference.This shows that flipped classroom teaching can improve students’ reading scores.In addition,the results of the questionnaire show that most students have improved their interests of English reading in the teaching model of the flipped classroom.This study shows that it is feasible and practical to apply the flipped classroom teaching model in the teaching of English reading in junior high school.Finally,this study summarizes the limitations of this research and puts forward some suggestions for future research.