The Application Of Flipped Classroom In High School English Reading Teaching

As an international language,English has played a very important role in the learning,education and daily life of primary and secondary school students,and improving reading ability is the key content in English teaching.However,the outdated English teaching methods cannot meet the requirements of the new era towards students at all.The Outline of the National Medium-and Long-Term Education Reform and Development Plan(2010-2020)states that in the era of network informatization,it is necessary to promote the development process of educational informatization,improve the overall level of educational informatization,and use network resources to better realize the development of educational resources.Sharing,creating an equal education and teaching environment.In 2020,the full coverage of educational informatization in urban and rural schools will be realized,and the modernization and informatization development of education will be promoted." As a new education model,flipped classroom breaks the limitations of traditional teaching models.It is a model of learning first and then teaching.It is a personalized,autonomous and interactive teaching mode,which is conducive to improving the quality of learning and teaching.Therefore,this paper takes high school students as the research object,and discusses the application of flipped classroom in the impact of high school English reading teaching on students’ thinking abilities.Academic achievement has important practical significance.This paper adopts the research methods of questionnaire survey,interview and comparative experiment,focusing on the influence of flipped classroom on students’ thinking abilities in senior high school English reading teaching.It mainly uses SPSS22.0 to make t-test and paired sample t-test on the scores of the national Ⅰ and Ⅱ volumes of ordinary colleges and universities in 2020 in the selected control class and experimental class.Then a questionnaire on the English reading strategies in the experimental class before and after the experiment is separately carried out.Based on before and after the comparative experiment,the results of the questionnaire survey and some students who participated in the teaching experiment,finally,the problems and solutions of the application of flip classroom in high school English reading teaching are put forward.According to the test results such as T-test and paired sample T-test,there is a significant difference between the reading scores before and after the test,which indicates that after two months of reading teaching in the flipped classroom teaching mode,students’ reading scores have been improved and their overall reading ability has been significantly improved.At the same time,it is verified that the flipped classroom teaching mode is effective in low-order thinking and high-order thinking,and its influence on students’ high-order thinking ability is higher than that of low-order thinking ability.Through the results of the questionnaire survey and interview,it can be seen that flipping the classroom has improved students’ English reading strategies and learners’ interest.Of course,there are four problems in the implement of flipped classroom and the solutions to the four problems are shown.