Study on the Application of Flipped Classroom Teaching Mode in College English Teaching Practice
- DOI
- 10.2991/iemss-17.2017.167How to use a DOI?
- Keywords
- Flipped Classroom; Teaching Mode; College English.
- Abstract
At present, the research on the application of the flipped classroom teaching mode in the higher education curriculum in China is mostly focused on the introduction of the theory and the teaching design, lacking empirical research. Therefore, this paper studied the application of the flipped classroom teaching mode in College English teaching practice. This paper first of all gave the concept of the flipped classroom teaching mode, then designed the experiment of flipped classroom teaching mode in College English teaching practice, and divided students participated in the experiment into the control class and the experimental class two groups. We gave specific methods and processes of the experiment, and collected experimental data. The experimental results showed that: on the whole, the flipped classroom teaching mode had obvious advantages than the traditional classroom teaching, which played a positive role in promoting and improving the effectiveness of College English teaching. At the same time, the flipped classroom teaching model established the initiative status of learners, provided personalized learning environment and a variety of learning methods, and effectively promoted the students' communicative ability.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Huijuan Liu PY - 2017/04 DA - 2017/04 TI - Study on the Application of Flipped Classroom Teaching Mode in College English Teaching Practice BT - Proceedings of the 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017) PB - Atlantis Press SP - 855 EP - 862 SN - 2352-5428 UR - https://doi.org/10.2991/iemss-17.2017.167 DO - 10.2991/iemss-17.2017.167 ID - Liu2017/04 ER -