Abstract

In current years, in the case of rapid development of information technology, the educational circles follow steps of information world and are experiencing a historic change. [1] As the most popular and the most innovative classroom teaching mode, flipped classroom teaching mode has led to the new thinking of the traditional teaching method in the educational circles. During the teaching process, flipped classroom teaching mode is beneficial to improve students’ ability of self-learning and arouses the students ’enthusiasm of learning and class participation. Therefore, it can make students like learning. That is to say, it can enhance the students’ learning interest in English. This paper in Advanced English teaching, through the empirical study, verifies effect of flipped classroom teaching mode on students’ interest in English learning and sets out some relevant suggestions and countermeasures. And it gives the classroom practice case the study aims to make direct teaching and the construction of the principle to make more students find and inspire English learning charming and initiative, at the same time, to make teacher-student relationship be more closed. And predicting the future, it also provides essential reference for College English teaching and even in the teaching of other courses.

Key words: Flipped Classroom; Teaching Mode; College English Teaching; Students’ Interest in English Learning; Empirical Analysis

Contents

Abstract

摘要

Chapter 1 Introduction-1

1.1 Theoretical Basis-1

1.2 Flipped Classroom Teaching Mode Research Status at Home and Abroad-1

1.3 Research Objective-2

Chapter 2 Theoretical Exploration of Flipped Classroom Teaching-4

2.1 Mastery Learning Theory-4

2.2 Taxonomy of Educational Objectives-5

Chapter 3 Research Mentality and the Method-8

3.1 The Design of the Experimental Program-8

3. 1.1 Class Prepared-8

3. 1.2 In Class-9

3.2 Research Objects-10

3.3 Research Methods-10

3.4 Data Collection and Analysis-11

3.4.1 Students’ Feeling about Flipped Classroom Teaching Mode-11

3.4.2 Students’ Feeling about Flipped Classroom Teaching Mode-12

3.4.3 Students reflect that the model also has deficiencies.-12

3.4.4 The Vision of Flipped Classroom Teaching Mode-13

Chapter 4 Researching Conclusion and Implication-14

4.1 Researching Conclusion-14

4.2 Limitations of the Study-14

4.3 Reflection of the Implementation Process-15

Conclusion-17

Bibliography-19

Appendix-20

A Questionnaire on Flipped Classroom Teaching Mode-20

Acknowledgements-21