Exploring Teaching Evaluation of English Flipped Classrooms in Chinese Higher Education

Abstract

The conventional teaching approach is reversed in the flipped classroom, which means a reversal of teaching and learning. Learners use micro-videos and guided learning plans to learn knowledge before class. Then, they discuss, communicate, and cooperate with teachers and classmates in class to promote the internalization of knowledge. At the same time, the flipped classroom is student-oriented, with the teacher as the leader and organizer to help students acquire knowledge. Although this teaching model is widely used in the world, it is in its infancy in China, and there is little research on the teaching practice and assessment system of English flipped classroom in higher education. Therefore, this paper analyzes the current situation of English flipped classroom in higher education in China by reviewing four aspects: research on the practice of flipped classroom, theoretical research, problems of assessment in practice, and countermeasures of assessment problems in practice, and proposes corresponding countermeasures and suggestions for improvement, so as to provide reference and reference for English teachers in higher education of China.