更新时间：11-14 （白鲸）提供原创文章
Abstract: Listening is an important way for people to get information and communicate with others. Chinese students usually learn English listening systematically in junior middle school. Paying heed to the function of language communication in curriculum reform, English listening emphasizes that students not only understand listening details, but also use language structures skillfully at the present time. Flipped classroom is very popular since scholars have put forward it. However, there are few researches about it in English listening. This thesis is a research on the application of flipped classroom in English listening case based on the theories of constructivism and cooperative leaning. According to flipped classroom knowledge, this case designs a whole process of listening class. Through the case, this thesis finds the application of flipped classroom in English listening in junior middle school has a good prospect for development. In design of the case, the author finds flipped classroom can stimulate students’ study interest; increase students’ ability of independent study and cooperative study and interpersonal skills; conduce to humanity education. Flipped classroom improves the efficiency of classroom, and it innovates the development of teaching.
Key words: flipped classroom; junior English listening; application research
CONTENTS
Abstract
摘要：
1. Introduction.1
2. Literature Review3
2.1 Theoretical Perspectives on Flipped Classroom
2.1.1Constructivism Theory
2.1.2 Cooperative Learning Theory
2.2 The Definition and Development of Flipped Classroom
3. A Case Study8
3.1 Information of the Case
3.2 Design of the Case
3.2.1 Learning Content
3.2.2 Teaching Objectives
3.2.3 Teaching Case
3.2.4 Teaching Process
3.2.5 Evaluation Index
4. Analysis of the Case 14
4.1 Stimulating Student’s Study Interest
4.2 Increasing Student’s Ability of Independent Study
4.3 Increasing Student’s Ability of Cooperative Study and Interpersonal Skills
4.4 Conducing to Humanity Education
5. Problems and Suggestions for Flipped Classroom16
6. Conclusions .17
Bibliography.18
Acknowledgements19