论文总字数：37332字

摘 要

在信息技术的支持下，翻转教学在我国初中英语教学中应用日益广泛, 翻转课堂的运用，颠覆了传统的课堂教学模式，给广大师生带来耳目一新的教学新思路。本文首先介绍了翻转课堂的起源和概念，接着阐述了早于翻转课堂但与其教学理念相似的杜郎口教学模式，课前用导学案预习，课上解答疑难问题。在新一轮基础教育课程改革的背景下，本文着重探讨了翻转课堂在初中英语教学中的应用，从课堂翻转，师生角色翻转和反馈效果翻转这三个方面分别进行深入的探讨。随后对杜郎口教学模式和翻转课堂进行了对比，最后对翻转课堂的应用提出了一些建议。本文的研究以期为翻转课堂在初中英语教学中的应用提供指导意义。

关键词：翻转课堂；初中英语教学；杜郎口教学模式；应用；建议

Contents

1. Introduction………………………………………………………………1
2. Literature Review…………………………………………………………2

3. The Concept of Flipped Classroom…………………………..…………….3

3.1 The origin of flipped classroom……………………………………………..3

3.2 The concept of flipped classroom…………………………………………3

4. The Application of Flipped Classroom in Junior High School English Teaching………………………………………………………………………...4

4.1 Early application: Du Langkou educational model…………………………4

4.2 Present application: flipped classroom……………………………………...7

4.3 Similarities and differences between early application and present application……………………………………………………………………...11

5. Suggestions to Strengthen the Application of Flipped Classroom………12

5.1 To strengthen the emphasis on flipped classroom…………………………12

5.2 To improve teachers’ overall quality…………………………………...…..13

5.3 To improve the school teaching environment…………………………...…13

6. Conclusion……………….………………………………………………....14

Works Cited…………………………………………………………………...15

1. Introduction

With the continuous development of network information technology, flipped classroom teaching mode has been developed, coupled with the continuous deepening of the new curriculum reform in our country, so the application of flipped classroom in English teaching of junior high schools has become more and more extensive. The earliest origin of flipped classroom is in senior high school in America. The students often miss normal teaching activities for various reasons, resulting in many students can’t keep up with other students because of being absent from school. Therefore, chemistry teachers in school let students watch videos about teachers’ explanation at home or outside class by recording videos, which is called learning after class. When they go back to class, teachers and students communicate with each other face to face and complete homework, which is called answering questions in class. Under this teaching mode, where time in class and outside will be readjusted and the right to decision-making power is bound to transfer from teachers to students, so they can take a more active in learning so as to get a deeper understanding. Students need to finish autonomous learning about the content after class instead of teachers occupying time to teach information.

On the one hand, they can not only watch videos of lectures, listen to blogs or read e-books, which reading function has been enhanced, but also discuss with other students on the network. On the other hand, they can review the material they need at any time. Flipped classroom has been widely used in China after many years of practice test. Du Langkou educational model of Shandong Du Langkou Middle School is the use of flipped classroom in China with full consideration of Chinese national conditions. With the support of information technology, the application of the flipped teaching method in junior high school English teaching in our country is increasingly extensive. The application of the flipped teaching mode overturns the traditional classroom teaching mode and brings a new idea to the teachers and students. The application of flipped teaching in English teaching and learning advocates more and more improving students" independent learning ability, which is also the content of the new curriculum reform in junior high school.

2. Literature Review

Flipped classroom is a new teaching mode which is widely used in foreign countries. For our education, flipped classroom can be said to be ‘exotic’. We have seen a lot of scholars publish relevant views. Chen Xiao Gen and Wang Ding Ming in the text say the MOOC that the implementation of large-scale online open courses to provide the possibility to overcome the implementation process, to a certain extent, to overcome the many difficulties in the implementation process until now (Chen 17). Wanghong, Zhaowei, Sun Lihui and Liu Hongxia think that the characteristics of flipped classroom are strong order, detailed arrangement of activities, supervision of parents and teachers and students can conduct teaching and learning activities of flipped classroom, basing on the actual situations (Wang 26). In ‘Research and Reflection on the Construction of Micro Class’, Zhang Yichun gives his opinions. The most critical and fundamental measure of micro class is the learning effect of students, which core is reflected in five aspects-the selection of topic, design, explanation, performance and effect. The success of micro course construction doesn’t lie in the visibility of teachers and curriculums, but in the full use of curriculum design by teachers (Zhang 13).

Foreign scholars Jonathan Bergmann and Sams Aaron illustrate the important significance of flipped classroom. We can not just stop at the theoretical level when we have new ideas and technologies for the study. As the saying goes, "Knowledge starts with practice". We need more practitioners to participate and make a contribution to our education with the application of flipped classroom in junior high school (Flip your classroom: reach every student in every class every day). Russell L Ackoff and Greenberg Danie emphasize that the aim of teaching is learning rather than teaching. Education is an admirable thing, but to remember from time to time: no one can teach whatever is worth to know (Turning learning right side up putting education back on track). Salman Khan mentions that he hopes that a number of teachers are equipped in each class, so as to cultivate students’ interests from different angles. He wants to let students of different ages study together and make students play the roles of teachers. He is afraid that it is difficult to achieve the ideal effect with limited education resources, a large number of students and the conditions of fixed classroom patterns. Each expert and every scholar has his own point of view on flipped classroom (One world schoolhouse: education reimagined).

Therefore, this thesis makes a thorough study of the English teaching mode of flipped classroom, and expounds the concept and essence of flipped classroom, and then explains how to apply flipped classroom to the junior high school English class and the significance of the application of flipped classroom in junior high school English teaching. In the end, limitations and solutions of flipped classroom in junior high school English teaching are put forward.

3. The Origin and Concept of Flipped Classroom

3.1 Origin of flipped classroom

The origin of flipped classroom teaching is very accidental. One day two American chemical teachers could not attend class because of business, so they finished their teaching through the form of video recording. Students learnt it after class and teachers answered their questions in class. This creative idea bottomed up the sequence of studying in class and answering questions after class. The mode of flipped classroom acquired a wonderful result in the end.

3.2 Concept of flipped classroom

Flipped classroom teaching mode is different from the traditional English teaching mode which can be seen from their names. The concept of flipped classroom is mainly reflected in the word "flip". The concept of flipped classroom is as follows: First, teaching by using the video files in the process of English teaching, but it cannot replace the teacher lecture. Flipped classroom is not only playing video files, but also carrying out effective interaction between teachers and students.

Second, in the teaching process, a teacher turns from a speaker to a pathfinder. Although teachers" role has changed, video teaching cannot replace the status of them in class. Teachers still need to take part in the process of English teaching.

Third, different from the traditional distance education and network education, flipped classroom teaching is only an important part of teaching, not the entire classroom teaching although some multimedia technology is needed in the process of classroom.

Fourth, although much time has been spent on computers, students still need to be active to participate in the classroom interaction to show their dominant roles in class further, which will make the effect of flipped classroom better.

4. The Application of Flipped Classroom in Junior High School English Teaching

The word “flip” has the following three meanings which reflect the essence of flipped classroom: First, flipped classroom flips the teaching activities in class and after class in the traditional teaching mode. That is to say, students mainly get knowledge in class in traditional English teaching; but in the teaching process of flipped classroom, they need to preview their lessons before class and review the lessons in class which gives students much more time to study English to enhance their grades.

Second, the word “flip” is also reflected in the teachers’ and students’ roles. Compared with traditional English teaching mode, flipped classroom allows students enough initiative to embody their dominant roles in class. With teachers’ roles turning form speakers to pathfinders, students can fully take part in class which will further increase their positivity and grades.

Third, the essence of flipped classroom is embodied in the different ways of feedback. When they are in traditional class, time is too limited to know the accuracy of each question. But in flipped class, teachers can not only know it, but also know that who answer questions correctly and who are wrong.

4.1 Early application: Du Langkou educational model

Du Langkou educational model (the shorthand of the teaching model of Du Langkou middle school) originates from Liaocheng City in Shandong Province. It is an efficient and autonomous learning classroom model called ‘three three six’, which here is specific to point that Du langkou Middle School constantly tries to implement the new curriculum reform and practice the students’ status in class since 1998.

4.1.1 Flipped class

Du Langkou educational model requires students to complete preview before class sufficiently, which is similar to flipped classroom. With sufficient preview, class is flipped. Different from the current flipped classroom, Shandong Du Langkou middle school uses guiding cases, textbooks and exercise books instead of micro videos and online practice. Let’s take Oxford Shanghai English version eight grade next semester Grammar Unit6 for instance. The teaching content of this course is two English sentences: It is adj for sb to do sth and It is adj of sb to do sth. In traditional class, we learn nothing before class and learn everything in class. But in Du Langkou educational model, class is flipped. On the day before the new class, we will give out guiding cases to students as their homework. On the next day, guiding cases should be collected by subject representative and our teachers will correct these cases and take notes. According to the situation of the cases, we find that students have known that these two sentence patterns should use ‘of’ and ‘for’, but most of them can’t understand the difference of the two prepositions. Because the students choose the wrong answer in the 1，3，7，8，10，we should pay attention to the words ‘important’, ’bad’, ’nice’, ’weak’ and ‘strong’ and students who make mistakes focus on A，B，C、D，E，F，G and H. It is common for students to make mistakes among the three fill-in-the-blank items with the problem using ‘of’, and ‘for’ incorrectly. Among them, most students can’t answer the 3, indicating that the word ‘right’ causes widespread difficulties for students. Next, we are going to enter the most important link named class enhancing.

4.1.2 Flipped role

Classroom time is mainly appeared in the form of group activities and it can help our students to solve the problems. At the same time, they can take part in the class and practice speaking. Activity 1 is designed to solve 5 difficult adjectives which need to be explained. Write 30 adjectives on the blackboard( including five difficult adjectives). A group of eight people discuss which words marked with eight people’s numbers fit the appropriate sentence pattern. Ask the groups to report their answers after five minutes. We can not only preview the knowledge learned before class, but also find out the difficulties. They can solve all the problems when they discuss the difficulties they find out.

Activity 2 is asking everyone in the group to use ‘It is adj for sb. to do sth’ or ‘It is adj of sb. to do sth’ to describe the characteristics of each student in the group. The activity can exercise the students" oral English ability. Each of the students will apply the new sentence pattern they learn to their actual life. The students can speak a lot and laugh a lot because they are classmates and they are familiar with each other.

Teachers’ roles and students’ roles are all flipped. In class, teachers’ roles are flipped. They are no longer design and explain questions wishful, but analyze of the common questions for students. With targeted explanation by teachers and purposeful listening from students, learning efficiency will improve greatly. Students’ roles are flipped. They are no longer complete assignment of homework from teachers passively, but explore new knowledge actively and carry out knowledge in the use of application actively to improve ability in cooperation. Because students’ enthusiasm and initiative of learning is higher and higher, their learning ability will be greatly enhanced. During the process of the study, teachers’ roles are flipped from transmitters of content to guides. In this situation, teachers can grasp students’ mistakes and pay more attention to students’ learning methods. In this way, trust between teachers and students is raised, the beginning of cooperation between them has realized, and relationship has become harmonious.

4.1.3 Flipped feedback

In traditional class, teachers ignore students" accuracy and performance to objectives easily because students often do exercises when their teachers teach them. In consideration of limited class time, it"s not realistic to add up accuracy because of complexity, which has affected teachers" teaching progress greatly.

In Du Langkou educational model, feedback is flipped. Teachers take up and correct guiding cases before class, so they will know the situation of their students’ performance to objectives in the process of correcting. With flipped feedback, teachers have a clear target and class efficiency will be greatly enhanced in class.

Flipped feedback plays an important role in Du Langkou educational model. The model achieves the following results: First, when using the guiding case to analyze the students" learning situation, teachers can understand which problems are difficult for the students because the data is objective and accurate. Second, teachers will analyze the wrong rate of the guiding case to find out the difficulties and integrate these difficulties into the activity by distributing the difficulties to the students who can’t answer the questions. We can not only solve the problems skillfully, but also achieve a certain degree of students’ personalized learning. Third, the class gives enough time to students to make sure they can do a lot of activities and learn more about what they should learn.

4.2 Present application: flipped classroom

Flipped classroom is a kind of efficient teaching mode. It is specific to point that the time in class and outside will be readjusted and the right of study will transfer from teachers to students.

4.2.1 Flipped class

We use Oxford Shanghai English version and each unit is consisted of welcome to the unit, reading, vocabulary, grammar, integrated skills, study skills, main task and writing. Here what I study flipped classroom in application of junior high school English teaching is based on the classification of different classes in each unit. As far as I’m concerned, flipped classroom can be used in grammar very well. Let’s take Unit 3 Grammar of Shanghai Oxford English version in eight grade for instance to explain the use of flipped classroom in junior high school English grammar class.

Unlike Du Langkou educational model, the characteristic of flipped classroom is using videos for teaching. The teaching content of this course is adjectives and adverbs. In traditional class, students never preview before class. There is no flipped class without preview. Teachers will give some similar adjectives and adverbs in class and let students do some exercises to experience the difference between them. Without preview, students can hardly achieve the teaching objective. They make the same mistakes again and again although with teachers’ help.

Instead, in flipped classroom, students are required to preview their lessons before class through short videos. With preview, class is flipped. Students mainly learn micro lessons in the autonomous learning process and complete electronic guiding roll. So the quality of the micro class and electronic learning, especially the interest is very important. How to make students prefer to watch the micro lessons? Taking the study of adverb of Unit 3 grammar as an example, we surfed on the network before the class, and found that a teacher in Guangzhou City Federation of Returned Overseas Chinese middle school had a wonderful lesson on micro adverbs, so I recorded a new micro lesson according to her mind, and merged the English songs Truly, Madly, Deeply, students personal living photos, interesting dynamic pictures and other content into this micro class, lasting 6 and a half minutes. For micro course knowledge, I made an Electronic practice volume, including 6 choice questions and 4 fill-in-the-blanks questions.

Then, I put the micro lessons and exercises on the platform and made homework assignments. Students at home or in the school computer room can log the platform, enter the job center, watch two micro lesson video, and complete the electronic exercises with their own account and password. After the students completed the exercise, according to the situation of students completing the electronic volume, the platform can generate some feedback data, and the form a clear and specific Excel spreadsheet. It can not only tell the teacher overall situation, can also help teachers to understand the correct rate of each question, and each situation for each student’s answer, so as to provide data support for "personalized learning". The difficulties reflected on the table should also become the focus of the second lesson preparation. It can be seen from the Excel table that the first, second and fifth of the choice questions and the third of fill-in-the-blank-questions are with great wrong side and needed to be focused on. Key words are polite and impossible and how they change into adverbs, and the difference of close, closely, hard and hardly, and also the word lively. The second lesson should not only focus on the difficulty of students in the learning process, but also consider how to create more opportunities for students for more spoken or written output. The arrangement of the class will be presented by the team competition, and I hope the students in the classroom will solve difficulties and create tension at the same time, to enable students to have more power and time to participate in the classroom activities and use the language.

4.2.2 Flipped role

Activity 1 is a group competition. I will give a few sentences and let the students to find the adjectives or adverbs in the sentence as quickly as possible. Students think in the tension of the competition, perceive and learn to analyze what the adjectives and adverbs modify. Merge common mistakes into the sentence in guiding volume fusion, and breakthrough the difficulties.

Activity 2 is upsetting a sentence which contains adjectives and adverbs into some scattered words in different envelopes. Then let students select questions at random and restore them. In the group everyone complete a sentence, and we will see which group is the fastest, and let each group show on stage. It can enable students to feel that which position to put the adverb in a sentence can make the sentence more vivid and smooth through organizing sentences.

Activity 3 shows a simple narrative. Ask the students to choose a variety of styles of adverbs into the narrative, and make the article happy, angry, or horrible. Ask the students to come to show on the stage, and the teacher will give the evaluation. Members in the group evaluate whether the position and meaning of words in vocabulary is appropriate with each other. The purpose is to let students use adverbs to make the article more interesting, so that students can be creative on the basis of learning.

In the part of students" autonomous learning, students can easily watch six and a half minutes interesting micro lesson video, and complete 6 multiple-choice questions and 4 fill-in-the-blanks questions on electronic guiding roll in a short period of time. In detecting feedback link, electronic guidance volume data in Excel table can be completely and clearly presented, and teachers can know how where are students" real difficulties. The design of classroom can be targeted, and help teachers teach based on learning in a greater degree. In the classroom activities, simple and interesting activities and group competition mechanism make students enthusiastic. Activities with gradient make all the students participate into the classroom, and the degree students participate in is very high. After the end of the course, students and teachers feel boundless.

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