Abstract
Flipped classroom model, which integrates the traditional face-to-face interaction model in classroom with self-paced e-learning model on the Internet, has significance to modern English teaching. In this study, we designed a series of programs in combination with the model of Robert Talbert and Jukui secondary school to explore the effectiveness of this model in middle school English teaching. The results of four-month practice show: first, the flipped classroom model is effective in improving students' academic achievements; second, it realizes individualized and consequently enhances the students' autonomous learning ability and increases their learning efficiency; finally, both the students and the teachers involved hold a positive view to the flipped classroom. The students believe that if there is enough guidance and help from the teacher, this model can make them more involved in classroom activities. As for the teachers, this model reforms their way of teaching. It is helpful to complete the transformation from teaching to using materials to teach which promotes individualized learning. But the study also shows that the teachers need to take up more responsibilities and invest more time and energy to ensure that everything goes on smoothly, which becomes an additional workload for them.
Published Version
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