Research On The Effectiveness Of Flipped Classroom Teaching Mode

With the rapid development of information technology and the deepening of education reform,the flipping classroom,a new type of teaching mode,has gotten great attention in the field of education since its emergence and has become an important topic for many English teachers and researchers.Flipping classroom has an impact on the process and result of education and teaching but the effectiveness of flipped classroom needs to be further studied.Thus,the author explores the effectiveness of flipped classroom teaching mode in high school English teaching under the context of new curriculum reform based on National English Curriculum Standards for General High School(2017).This paper intends to promote the development and reform of English teaching in high school.In this respect,an empirical research was taken with 84 students in Grade 2 of a high school in Bei?an.In order to verify the effectiveness of the flipped classroom,Class 1 was selected as the experimental class to apply the teaching mode based on the flipped classroom and Class 3 was the control group,applying the traditional teaching class.This paper is aimed at answering the following three questions: 1)What is the staus quo of English learning in high school? Whether flipped classroom can be applied to high school English teaching activities? 2)How to apply the flipped classroom teaching mode to high school English teaching? 3)Whether the flipped classroom teaching is effective in senior high school or not?First,before the experiment,the author made a survey on the status quo of English teaching and learning in senior high school by interviewing teachers and students to verify the feasibility of the flipped classroom.Moreover,a four-month comparative experiment was carried out in two classes by using different teaching mode.The former applied the flipped classroom,and the latter applied traditional teaching mode.After the experiment,two classes took the post-reading test which would be analyzed by adopting SPSS22.0 and Excel to check whether the flipped classroom is effective.Finally,students of the experimental class were interviewed to reveal their attitudes to the application of flipped classroom teaching mode.Based on the results of this study,it can be concluded that,first of all,it is feasible to apply the flipped classroom teaching mode to high school English teaching in view of the current problems of high school students? low interest in English learning and lack of communication and cooperation in class.Secondly,in the process of experimental research,the author asked students to conduct independent knowledge learning by means of self-study pre-class micro-video and self-check of knowledge points so as to cultivate students? subjectivity in class and required students to do group cooperative learning so as to optimize the existing teaching mode.Finally,it is effective,which not only improves students? English scores,but also stimulates students? interest in English learning.It enhances students? awareness of cooperative learning and self-learning efficiency,which also improves teachers? English teaching quality.Limitations of this study includes short research duration,the small number of research subjects as well as the representativeness of the sample,hence,further studies should extend the research duration,increase the sample and expand the research scope.Then the data will be richer and more conducive to discovering the existing problems in the high school English teaching,as well as the ways to improve the effectiveness of the flipped classroom teaching mode,so as to draw more scientific research conclusions.