Study on Application of Flipped Classroom Theory in College English Teaching

Content Provider	Semantic Scholar
Author	Geng, Bing
Copyright Year	2016
Abstract	Under the tide of our domestic education informationization reform, the flipped classroom originating from American education circle takes the constructivism theory as the guidance, and depends on the modern information technology. As an innovative teaching mode, it has aroused great concern and favor in our domestic education circle with its unique advantages. This paper takes the education information reform as the guidance, focuses on the origin and definition analysis of the flipped classrooms, starts from the current status of the college English teaching, elaborates the feasibility analysis and advantages of the classrooms to guide the college English teaching, puts forward related countermeasures and suggestions, provides classroom practice cases, so as to provide reference for our domestic colleges to implement the flipped classroom practice of the college English. At present, originating from America, the flipped classroom as a new teaching idea and method that overturns the traditional teaching method has become a hot reform topic among the global education circle. Although the flipped classroom has already been promoted and implemented widely in America, and it has been highly praised and approved by American students and teachers, our domestic research and application about the flipped classroom is still in the beginning stage. Nowadays, the rapid development of our domestic information technology, promotion and application of the network technology and the effective implementation of the planning of the Ministry of Education provides wide platforms and good opportunities for the propaganda and application of the flipped classroom. In other words, the innovative teaching mode constructed by the flipped classroom is the product of the education informationization. It also can be regarded as the “damaging innovation” for the traditional teaching mode. As an international innovative teaching mode, the flipped classroom has unique advantage that the traditional teaching cannot achieve. To introduce the flipped classroom and apply it in our domestic college English teaching practice can effectively break through the dilemma of the current college English teaching development, which provides convenience for the students to study English. On essence, it is necessary to realize the deep reform of the college English teaching, and improve our domestic college English proficiency and students’ comprehensive English application ability from listening, speaking, reading, writing, and translating. Definition and development of flipped classroom Most domestic and foreign researchers define the flipped classroom from the angle of the practice process and the learning essence process. The flipped classroom is also named as inverted classroom or inverted classroom. FCM is for shot. It refers that the teacher integrates the important points, difficult points with some new knowledge based on the taught content, and create related teaching videos; the students utilizes the after-class time to watch the teaching videos and learn the new courses on their own, to realize the knowledge transmission; afterwards, the students should complete the online testing according the teaching video, absorb and digest the new knowledge, and then participate in the interaction, communication, cooperation, sharing and discussion with the teachers and classmates by putting forward some doubts from the study, realize the complete comprehension and mastering of the new knowledge, and then complete the study. Feasibility of the flipped classroom guiding the practice of the college English teaching Analysis 2nd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2016) © 2016. The authors Published by Atlantis Press 788 (1) Dilemma of college English teaching At present, compared with the junior-senior high school English, although the college English teaching gets rid of the constraint from the academic pressure, some local universities still regards the following point as the main teaching target: the students from non-English major pass CET-4, CET-6, TOEFL, IELTS, and postgraduate English. Such target goes through the exam-oriented education, which should be urgently innovated. English is regarded as a study of language culture. It is necessary to pay attention to the cultivation of the English communication skills, such as listening, speaking, etc. However, the improvement of the listening and speaking skills are established based on the premise that the students already have good English vocabulary, grammar, reading comprehension, writing and other basic knowledge, and proficiently master the skills. All of them should be completed under the good language environment. As the college English teaching tends to be restricted by the limited teaching time, fixed teaching places and limited teaching content, it is difficult to establish good and perfect English language environment. Therefore, it is also difficult to realize the training cultivation and comprehensive improvement of the students’ listening, speaking, reading, writing, translating from the non-English major. The teachers should teach the knowledge from the books to the students in 45 minutes in class. The students are busy with taking records and listening to the teachers, so that they have few chances to attend the oral English training. Even if they have the chance, they will be afraid to speak out due to the nerve, fear, and timidity, so the teachers cannot provide relating guidance regarding correcting the pronunciation, listening and speaking, etc. Some English classrooms even have inflexible teaching content. The classroom design is boring, and the teaching mode is rigid [6]. In the English class, the students can learn but cannot put them into practice. Therefore, after long time, they will be tired of the English classes and lose the interest, which seriously affects the college English teaching effect. (2) The advantages of the flipped classroom guiding the college English teaching practice 1. The flipped classroom adopts the new teaching mode “teaching after learning”, which is favorable for cultivating students’ independent study capability According to Eric Mazur’s theory, in general, the learning process mainly includes the knowledge transmission and knowledge internalization. The traditional teaching mode refers that the teachers transmit the knowledge in the classroom, and the students absorb the knowledge through completing the homework provided by the teachers after class, and once the students encounter problems during the knowledge internalization, the teachers cannot provide prompt help if they are not beside the students, which will affect the knowledge internalization effect. However, the essence of the implementation process of the flipped classroom is to reverse the “knowledge transmission” and “knowledge internalization” of the traditional teaching mode. The knowledge transmission process is transferred from the classroom to the post-class or family. The knowledge internalization process is transferred from the post-class or family to the classroom, and it realizes the complete reversing of the study process from the time and space, which is the new teaching mode of “teaching after learning” [7]. In addition, the teachers participate in the whole process of the students’ knowledge internalization, which is favorable for effectively solving the students’ difficulty. During the discussion and cooperation with the classmates, the students can absorb, consolidate and put the knowledge into practice, so as to give full play to the important study link – “knowledge internalization”, and then enables the teaching effect and learning effect to achieve qualitative leap. It is just the greatest advantage of the flipped classroom compared with the traditional classroom. Under the teaching mode of the flipped classroom, the college English teachers should firstly compact the important points of the teaching content and make a micro-video with 15 to 20 minutes. The teachers do not show up in the videos, and only the explanation and interpretation are clearly mentioned, which prevents the students from distraction due to teachers’ different dressing when watching videos. The teachers can integrate the animation, story interpretation, interesting questions and other elements into the production of the micro-video, so as to enable the students to get rid of the boring books and not being constrained by the rigid teaching content, and teach others through lively activities, which can arouse the students’ great interest in studying the college
File Format	PDF HTM / HTML
DOI	10.2991/essaeme-16.2016.159
Alternate Webpage(s)	https://download.atlantis-press.com/article/25860328.pdf
Alternate Webpage(s)	https://doi.org/10.2991/essaeme-16.2016.159
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article