| With the introduction of the new curriculum standard,the college entrance examination,and new textbooks,high school students are expected to achieve higher proficiency in English reading.However,the conventional teaching methods may not be sufficient to meet their developmental demands.The flipped classroom model(FCM),as a modern teaching approach,has obtained promising results in practical teaching,but most FCMs are structured on the characteristics of college students,which may not be directly applicable to high school English instruction.Furthermore,related research primarily explores the positive impacts of the FCM on students’ academic performance,autonomous learning ability,etc,with limited attention given to its effective application in enhancing practical teaching.Based on blended learning and constructive learning theories,and drawing upon established FCMs,this study proposes a novel model called the "two-two-three" teaching model,specifically tailored for high school students.Then the model is implemented to address the research questions:(1)What is the impact of the flipped classroom on high school students’ English reading scores?(2)How does the flipped classroom affect the English reading interest and autonomous learning ability of high school students?(3)How can the flipped classroom be effectively implemented in high school English reading instruction?This study targets Grade One high school students and establishes an experimental class and a control class to conduct a four-month application study,adopting flipped English reading instruction and conventional English reading instruction,respectively.Data is collected through questionnaires,interviews,classroom observations,etc.Both qualitative and quantitative analyses are conducted to investigate the applicability and effectiveness of the FCM in high school English reading teaching,as well as its impact on students’ English reading scores,learning interests,and autonomous learning ability.The research results show that students in the experimental class have a greater improvement in English reading scores,English reading interest,and autonomous learning compared to those in the control class,indicating that the FCM not only enhances students’ English reading scores but also promotes their English reading interest and autonomous learning awareness.Moreover,the FCM encourages teachers to extend teaching beyond the classroom and emphasizes cultivating students’ autonomous learning and problem-solving skills,which has the potential to enhance students’ English reading ability.This study contributes to both innovative teaching models and research methods.Specifically,the author constructed a new FCM tailored to the characteristics of high school students.In terms of research methods,multiple methods were utilized to comprehensively evaluate the effectiveness of FCMs.The classroom observation,in particular,enabled the researcher in-depth observation of students’ learning behaviors and performance.These research findings offer both theoretical references and empirical evidence for improving high school English reading instruction and provide practical guidance for the effective adoption of FCMs at high schools. |
