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    2. 刊物属性
    3. 刊物名称:英语广场
    4. 国内刊号:CN 13-1298/G4
    5. 国际刊号:ISSN 1009-6426
    6. 数据库收录:中国知网
    7. 投稿邮箱:
        tougao@esteachers.com
    8. 当前位置:英语广场 > 优秀论文 >
      时间:2017-11-24 来源:英语广场

      作者:许进
        【Abstract】The paper examines the potential of the application of flipped classroom in English teaching. The author looks back at the history of flipped classroom, analyses its advantages compared with traditional approach. Simultaneously, the paper describes the teaching design of flipped classroom aiming at providing several suggestions for English teaching at home.
        【Key words】Flipped Classroom; English Teaching
        1. Introduction
        A variety of researchers endeavor to explore an effective approach in English teaching, flipped classroom is the most popular pedagogical model because of the combination of knowledge and technology. Flipped classroom has several synonyms such as blended learning and inverted classroom. Nowadays, flipped classroom is considered as a great chance to help students to reach higher levels of studying aims. There are a great variety of variability in both the definition and application of flipped classroom, but several common denominators of flipped classroom are as follows: (1) a variety of lecturing tasks are moved out of class; (2) more active activities are carried out in the class time; (3) students are required to complete pre-class tasks aiming at benefiting from in-class activities.
        2. Teaching Design
        There are three phases included pre-class, in-class and after-class. The steps are depicted as follows:
        (1) In pre-class, the teacher needs to record key knowledge points by micro videos. Meanwhile, personalized helps should be offered by platform to students if required. For students, basic knowledge and skills should be required aiming at solving the target problems.
        (2) In class, students’ prior knowledge and skill should be activated by the teacher by the method of presenting storyboards of the problems. The teacher shows the way he or she solves the problems such as a think-aloud way aiming at cultivating students’ initiative thinking patterns. Simultaneously, students are divided into several groups to engage in the in-class learning activities, in which they can access the provided scaffolding, resources and tools. At the end of the in-class, students should finish the related activities and hand in their assignments, as well as share work in group or peer review.
        (3) After class, a large number of self-assessment items are delivered to students through the platform so they could get immediate feedback, aiming at helping students consolidate and assess what they have learned. Meanwhile, the teacher should make reflection on teaching based on assessment results, as well as give related suggestions to students according to self-reflection reports.

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