浅谈翻转课堂在中学英语阅读教学中的应用

论文总字数：32740字

摘 要

随着信息化技术的发展以及新课标课程改革的实施，传统的阅读教学已经难以实现学生自主化，个性化的学习。在这种情况下，基于微视频的翻转课堂以其自身的优势受到广泛关注。它不仅仅折射出了以学生为中心的理念，将更多的教学转化为学生的主动学习，并为学生在自主学习的时候提供了更多的选择。本文试通过对翻转课堂内涵的思考，以及对其在初中英语阅读教学中的实施原则,应用过程的探究进而去解决初中英语阅读教学中存在的问题，优化课堂教学效果，为提高学生自主学习能力和合作能力提供新的途径。

关键词：翻转课堂；英语教学；阅读教学；实施原则；应用过程

Contents

1. Introduction 5

2. Literature Review 6

2.1 The definition of flipped classroom 6

2.2 Previous study of flipped classroom at home and abroad 7

3. Applications of Flipped Classroom in English Reading Instruction 9

3.1 Preparation before class 9

3.2 Reading instruction in class 12

3.3 Reflection after class 15

4. Conclusion 16

Works Cited 18

1. Introduction

With the developments of science and technology, the big data technology of Cloud technology and Internet of things are causing education reform. Education has entered the era of big data, more and more quality teaching resources and new teaching modes and methods have appeared on the Internet. Students can easily access to vast amounts of knowledge through the Internet which bring huge impacts on the traditional teaching method. Therefore some blended learning classrooms are rising. Among these blended learning classroom, the Flipped Classroom is being hotly debated. It reversed the traditional Classroom structure and bring us a refreshing teaching reform idea. It also meets the requirements of new curriculum reform that students should be more proactive in knowledge construction and autonomous learning. For this reason, it is necessary to discuss how to carry out flipped classroom model and how to design and develop teaching process and teaching material in English reading teaching of middle school.

The research of flipped classroom provides a new idea and a new way of English reading teaching of junior middle school. The flipped classroom is a reversal of traditional teaching model, if it is applied to English reading instruction, the teaching methods of reading would be more abundant. In addition, the concept of flipped classroom is consistent with the new curriculum reform. To a certain extent, the requirement of the new curriculum standard to the reading class will be achieved. It can also optimize and improve the problems which are exist in English reading instruction. What’s more, this research will also provides practical experience for implementing flipped classroom in English reading instruction by analyzing its teaching procedures, teaching designs and implementation strategies.

In this paper, the first chapter is a brief introduction of the research background and research significance. The second chapter is a literature review, which analyzes the connotation and previous study of flipped classroom. The third chapter is the main body of the paper, and it mainly introduces the application of flipped classroom in English reading instruction by analyzing a teaching case. The last chapter is a conclusion, which sums up the advantages and feasibility of flipped classroom and puts forward the prospects in the future.

2. Literature Review

As we know reading is a communication process based on readers, so teachers should try their best to arose students’ enthusiasm of reading. Student-centered language teaching must be built on the basis of understanding the students" foreign language learning level, cognitive style, emotional motivation and so on.(Zhao Jiangyong, The cultivation of individual English reading ability, 2008). It objectively requires that the subject of English must realize the individualized teaching. Most English teachers think that it is very difficult to realize individualized reading teaching under the traditional teaching method. However, the flipped classroom is helpful for English teachers to broaden the ideas to solve the problem. It requires students to carry out the teaching materials before the class and accept the guidance of teachers in the class. Students can use personalized means to learn by themselves during the learning process. At the same time, the teacher’s role has transferred from teaching language to a designer and guide in the students’ autonomous learning. The model of ‘learning before teaching’ in reading teaching can achieve an equal English education and improve students’ language communicative abilities. It is important for some students with lower levels of English learning ability to be guided to carry out autonomous language learning by some means of teaching aid by their teachers before class. Not only can help them to reduce the difficulty of English learning, but also can make them feel confident when they enter the English class. In addition, due to the movement of language knowledge learning, teachers can use more class time to fully stimulate students" language thinking and promote their language communication, then help students realize the internalization of language knowledge and the purpose of mastering language use ability in order to lay foundation for the implementation of effective individualized reading teaching.

2.1 The definition of flipped classroom

The ‘Flipped Classroom’ is a term which is translated from “Flipped Classroom model’. It is a kind of learning model which let students carry out a variety of curriculum by the Internet, the PPT, video or other learning resources, usually at home, and what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students, instead of lecturing. This is also known as backwards classroom, reverse instruction. The traditional pattern of teaching has been to assign students to read textbooks and work on problem sets outside school, while listening to lectures and taking test in class. In flip teaching, the students first study the topic by themselves, typically using video lessons prepared by the teacher. In class students apply the knowledge by solving problems and doing practical work. The teacher tutors the students when they become stuck, rather than imparting the initial lesson in person. Complementary techniques include differentiated instruction and project-based learning. Flipped classrooms free class time for hands-on work. Students learn by doing and asking questions. Students can also help each other, a process that benefits both the advanced and less advanced learners.

Flipped classroom uses information technology to lead control of passing on knowledge. Before class, students can develop personalized learning according to their own needs, then repeat study and inquiry through micro-class or video learning resources on the Internet when they encounter difficult points. Finally, during class, they can communicate and discuss with their classmates effectively in order to promote the understanding of knowledge and use knowledge to solve problems. The ultimate objective of flipped classroom converges with an essential education idea: Education method should be changed from knowledge-oriented to comprehensive-oriented. Differ from our traditional teaching model, the flipped classroom has obvious advantages focusing on English teaching in junior middle school.

Although many schools in Shanghai and Beijing have adopted the flipped Classroom, some difficulties still exist in the application of this model. But if the flipped Classroom can be supported by some good designs of teaching procedures, it will become the main teaching method and tendency of English Teaching in future.

2.2 Previous study of flipped classroom at home and abroad

In foreign countries, the research of flipped classroom is based on the practical research, it can be traced back to 1990’s and it is more mature now. Many typical flipped classroom models have been formed, such as the Woodland Park High School model, Harvard University model, Khan Academy model and Stanford University model. And of course, lots of theoretical contribution is gained on the basis of practical research. Through many years of practices, it has accumulated a wealth of experience for China. However none is perfect. On the one hand, many research activities were initiated by their own schools, and these research activities are not systematic or harmonious. On the other hand, most of practical research only put particular emphasis on the development of teaching videos and other learning resource before class, and the applied courses often were Science and Engineering. The practice is still weak on the systematic teaching designs and implementation strategies.

The research and practice on flipped classroom has just been started in China, and still in the introduction, reference and learning stage. The contents of the study can be divided into the following aspects.

Flipped classroom is often compared with the traditional presenting-accepting teaching model. For example, Dong Hui held that the implementation of flipped classroom is for the redistribution of class time ,and an English teacher’s role should be changed accordingly, that is, he should be an organizer, a promoter and a guider, not only a knowledge importer. At the same time, a student change from a passive knowledge receiver to an active participant in learning, a monitor of his own learning and an inquirer into knowledge. Li Hailong thought that compared with traditional teaching model, the flipped classroom model is more conducive for Chinese students to promote conscious activity of students, change students’ learning attitude and expand the social ability and so on. However, some problems still exist in the localization of flipped classroom in China. Summarized as follows: (1) The challenge of teachers’ education conception and professional ability. For example, although there are a lot of video and other resources can be used now, but teachers also need a lot of interactive designs, sometimes even need to create videos by themselves. (2) Limitations of discipline adaptability. At present, whether foreign or domestic the applications of flipped classroom more concentrate in science courses, while liberal arts course are often limited by their subject content. As well as the requirements of teaching hardware, different teaching evaluation methods and some other reasons also lead to the difficulties in applying flipped classroom model. Certainly, Scholars also have proposed a lot of favorable factors for the implementation of flipped classroom, for example, there have been a lot of video tutorial sites in our country, such as Primary and middle school education network or Netease Open Class and so on, students can spend more time studying by themselves. However, many scholars still believe that although the elementary basis for the implementation of flipped classroom is available, in a short time this model is still difficult to promote in a large area. In other words, this new teaching model is only suitable for the establishment of experimental spot of educational reform. With the accumulation of experience and mature technique conditions, this model can promote a reform of teaching in China in the near future.

3. Applications of Flipped Classroom in English Reading Instruction

Foreign language classes focus on students’ listening, speaking, reading and writing abilities, and aim to improve students’ language accomplishment by practicing and applying. If a teacher wants to have a good English class, he or she should run prerecorded the corresponding grammar points, vocabulary points, the contexts of dialogues, reading instructions and some other factual knowledge so that students could study by themselves before class. They also have more time and chances to practice and apply language during class time, listening, reading passage or telling stories. By this way, students’ language learning process will become more and more active and effective. Before the end of the class, a test is the final, important link in the teaching. Through test, teacher can find out whether students have grasped the knowledge, and can also evaluate the teaching effect to some extent (Tian Aili 2014). Then he or she will give some feedback instructions to students. There are many different ways to test, the most common way is to do some exercises, and others patterns such as doing a role play, writing a short passage and so on.

3.1 Preparation before class

Step1. Make a relevant micro-video of this passage for students.

With the development of information technology, micro-videos are applied to educational practice increasingly. Teacher is both a designer and a producer of micro- videos, these teaching micro-videos integrate graph, text, voice and picture as a whole, then passing on some knowledge points or difficulties to students in about ten minutes. Flipped classroom uses micro-video as an important carrier to pass knowledge and information. Before class, students consciously completed the preliminary knowledge construction by watching micro-videos in order to lay the theoretical foundation of the communication during class time. The primary purpose of micro-video is to solve the understanding problems of new knowledge or concept. It is not a condensed version of classroom teaching, but it is a detailed explanation that focuses on students’ knowledge comprehension and understanding .While some exploratory activities and emotional communication are always put in the class, and their accomplishment requires students’ cooperation and teacher’s guidance. These all should be sufficiently taken into consideration in instructional design.

Therefore, in this step, the teacher should a micro-video about Halloween for students. Firstly, he or she need introduce something about Halloween, its origin, date and some other common sense of it so that students will build a basic understanding of it and be interested in it. Secondly, the teacher should read all new words for them in order to reduce the self-study difficulty for students. Finally, the teacher should stress the important point and sentences for them.

Step2. Set a clear goal and have a definite object in view

Learning objectives of each lesson should be as clear as possible in order to carry out and test. It is the first step of implementing flipped classroom. After setting up the objectives of class, teachers should also analysis which objectives can be finished by students themselves in the way of watching micro-videos or some learning materials and which objectives need to be finished by discussion and research.

In this lesson, some goals should be followed.

(a) Knowledge goal:

Be Familiar with the following words and sentence patterns.

USA paint inside knock shout if treat special question

Tell about in the USA have lots of fun play a game with

Knock on the door give...as a treat

Thank you for telling me about the Mid-Autumn Festival.

I like Halloween best.

(b) Skill goal:

Students should be able to use the given information to predict the main idea of the passage, such as the title and pictures. What’s more, they should try to use key sentences and have a preliminary understanding of writing format of a letter. Finally, their reading abilities should be improved.

(c) Emotion goal

Train the Students’ love to talk about the festivals.

Step3. Let students do Self-study before class and provide guidance for them.

Students’ self-regulated learning ability can be cultivated by task-based individual reading before class. Teenage students are very sensitive to the environment of reading teaching, and they hate being forced to read according to teacher"s task. If teacher can let students read by themselves and give them a chance to choose their favorite reading way, reading will become happy reading in autonomous learning process. To be sure, the happy reading still can not effectively promote the improvement of students" reading ability without principle. Therefore, teachers should distribute the task lists to students before class so that students can write some questions or difficult language points about the passage. Think independently and find out key points of the lesson is an important way of cultivating students" autonomous learning ability.

In this lesson, firstly, the teacher should ask students some easy questions. Secondly, he or she should let them try to use the vocabulary of this passage to fill in the blanks by themselves. Thirdly, some photos of Halloween can be used to bring on discussion and then the teacher need ask students to sit in groups so as to communicate their problems with other classmates. Finally, gives them some reading instruction.

(a) Ask students: What is this festival? How do people celebrate it? And encourage them to make a pumpkin lantern at home.

(b) As requested, Use the vocabulary of this passage to fill in the blanks.

Wear a _____ 戴面具 make a ______ ______ 制作南瓜灯

Play _____ or ______ 不招待就使坏

Play a _____ on sb.和某人开玩笑

_____ the evening of Oct0ber 31.

(c) Use the photos of Halloween to bring on discussion. The following questions can be used.

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