毕业论文关键词：翻转课堂；英语外语教学；应用分析；教学设计

Contents

1. Introduction 2

1.1 Background of the Study 2

1.2 Objectives of the Study 3

1.3 Organization of the Study 3

2. Literature Review 4

2.1 The Definition of Flipped Classroom Model 4

2.1.1 The Origin of Flipped Classroom Model 4

2.1.2 The Development of Flipped Classroom Model 4

2.2 Characteristics of Flipped Classroom Model 5

2.2.1 Characteristics of Flipped Classroom Model 5

2.2.2 The Differences between Flipped Classroom and Traditional Class Teaching 6

2.3 Foreign Study on Flipped Classroom Model 7

2.4 Domestic Study on Flipped Classroom Model 8

3. The Application of Flipped Classroom Model in EFL Teaching 10

3.1 Status Quo of EFL Teaching in China 10

3.2 Necessity of Flipped Classroom Model in EFL Teaching in China 11

3.3 Previous Researches of Application of Flipped Classroom Model in EFL Teaching 12

3.4 Prospects of Flipped Classroom Model in EFL Teaching 12

3.5 Challenges of Flipped Classroom Model in EFL Teaching 13

4. Design Principles and Teaching Methods of Flipped Classroom Model in EFL Teaching 15

4.1 Design Principles of Flipped Classroom Model in EFL Teaching 15

4.2 Teaching Designs of Flipped Classroom Model in EFL Teaching 17

5. Conclusion 23

References 24

1.1 Background of the Study

Nowadays, accompanied by the continuous emergence of new ideas and technology, the integration of information technology and curriculum has been deepened day by day. As a response to the call for technology enhanced and student-centered learning environments, Flipped Classroom Model has drawn much attention from both the research communities and is becoming a new wave of education reform at home and abroad. According to CNKI, Flipped Classroom Model begins to be adopted and researched in our country for various subjects and in different grades. For example, JuKui Secondary School in Chongqing has implemented Flipped Classroom Model since 2011 and rich harvests have been reaped. Now it has already become a good example for the practice of Flipped Classroom Model in elementary education in our country. Other researches about it can also be easily found in China National Knowledge Infrastructure(CNKI). 

Flipped Classroom Model is firstly defined by Jonathan Bergmann and Aaron Sams as a kind of model where students watch recorded video lectures at home and do “homework” exercises in school. Today, it is described by Vanderbilt University, Center for Teaching as a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. 

Flipped classroom can serve as a choice in educational reforms. Although it is more preferred in science subjects like math which can be shown from the case statistics, some basic principles and values can also be seen in the liberal arts including language teaching. There are some problems in today’s EFL teaching, such as distinctive examination orientation which bring about weak language skills. Besides, many students need tutors at home, mostly because they have much difficulties doing homework without help of teachers, or they need inpidualized guidance due to lower level of language proficiency. Fortunately and exactly, Flipped Classroom Model can solve these problems for it provides active learning environment both before class and in class and offers inpidualized help during class time thus caters to advanced students as well as slower students.