翻转课堂教学模式在初中英语语法教学中的应用——以青海师范大学附属第三中学为例 87页

分类号１０７４６密级公开．ＵＤＣ学ｔ２０１４１４１３０２１靑海师范大学硕古学化论文ＴｈｅＡｐｐｌｉｃａｔｉｏｎｏｆＦｌｉｐｐｅｄＣｌａｓｓｒｏｏｍＭｏｄｅｌｉｎｔＪｕｎｉｏｒＨｉｈｇＳｃｈｏｏｌＥｎｇｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｇ—ＢａｓｅｄｏｎＮｏ３ＭｉｄｄｌｅＳｃｈｏｏｌＡｆｆｉｌｉａｔｅｄｔｏｉｎｈａｉＮｏｒｍａｌＵｎｉｖｅｒｓｉｔＱｇｙ翻转谋堂教学模式在初中英语语法教学中的应用—１＾靑海师范大学附属第王中学为例研究生姓名张秀琴导师姓名（职称）张卿，副教授‘专业学位类别教育硕±培养类别全＇日制研究方向名称学科教学（英语）论文提交日期２０１６年４月论义答辩日期２０１６年５月学化授予单位青海师范大学学位巧予日期２０化年７月答辩蚕员会主席袁复恩评阅人王埼，膝华英 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching--BasedonNo.3MiddleSchoolAffiliatedtoQinghaiNormalUniversityByZhangXiuqinUndertheSupervisionofProfessorZhangQingAThesisSubmittedtoGraduateSchoolofQinghaiNormalUniversityinPartialFulfillmentoftheRequirementfortheDegreeofMASTEROFEDUCATION 青海师范大学学位论文独创性声明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特剔加从标注和致谢的地方外，论文中不包含其他人氏经发表或撰写过的研究成果，也不包含为获得青海师范大学或其它教育机构的学位或证书而使用过的材料一。与我同工作的同志对本研究所做的任何贡献均己在论文中做了明确的说明并表示了谢意。名．ｘ／．名研究生签著＞中；义矣赛日期：青海师范大学学位论文使用授权声明青海师范大学、中国科学技术信息研究所、国家图书馆有权保留本人所送交学位论文的复印件和电子文档，可Ｌ乂采、用影印缩印或其他复制手段保存论文。本人电子文档的内一致。除在保密期内的保密论文外容和纸质论文的内容相，允许论文被查閑和借阅，可从公布（包括刊登）论文的全部或部分内容。论文的公布（包括刊登）授权由青海师范大学研究生部办理。研究生签葦：劲心禾豕导师签名杂曰期：如八今＆糾巧＾ AcknowledgementsThecompletionofthedissertationbenefitsfromvariousaspectsofsupport,helpandguidance,Iwouldsincerelyappreciatethosewhohelpedmeintheprocessofwritingthispaper.Firstofall,Iwouldliketoexpressmydeepestgratitudetomydearsupervisor,ProfessorZhangQing,whodevotedallherprecioustimetocarefullyreadingandpolishingthefirstdraftofthispaperfromthebeginningtotheend.Withoutherpatienttutoringandguidance,mydisssertationcouldnotreachpresentlevel.Second,IamalsogratefultoalltheprofessorswhogavemeinvaluablesuggestionsandwhohasgivenuslecturesandlessonsinthepasttwoyearsinForeignLanguageDepartmentofQinghaiNormalUniversity.Third,IwanttogivemydeepestthankstoteachersandstudentsinNo.3middleschoolaffiliatedtoQinghaiNormalUniversity,especiallyMr.Yangwhoguidedmeforatermintheprocessofinternship.Lastbutnotleast,Ishouldbeindebtmyparents,myclassmates,andfriendswhosparednoeffortstosupportmeinthewholeprocessofpost-graduatestudy.I TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching---basedonNO.3middleschoolaffiliatedtoQinghaiNormalUniversityAbstractGrammarteachingplaysanimportantroleinEnglishteaching.Generallyspeaking,ChinesestudentsbegintolearnEnglishgrammarinjuniorhighschoolsystematically.GrammarisalsothemostdifficultaspectinEnglishlearningandteaching.Throughinvestigationtheauthorknowsthatthemainreasonsareasfollows:studentsinjuniorhighschoolhavedifferentgrammarlevels;thecomplexgrammarrulesitself;tediousgrammarteachinginjuniorhighEnglishclass,lackofexposuretoanylanguageenvironment,andlackofinterestingrammarlearning.Whateverthereasonsare,itisquiteimportantforteacherstoactivatestudents’interestingrammar,cultivatestudents’grammarlearninginitiative,guidestudentstoparticipateingrammarlearningactivities,andgivestudentstheopportunitiestocommuniticateandpracticetheirspokenEnglishindailylifesoastoimprovetheirEnglishgrammar.“Flippedclassroom”hascausedwideattentionsinceitwasputforwardinrecentyears.Therearealotofresearchersandeducatorsabroadwhohaveappliedthisnewteachingmodeinreallife.Thereisnodoubtthattheyallhaveachievedgreatprogress.Theliteraturereviewshowsthattheoverwhelmingmajorityoftheflippedclassroomstudyabroadisnotinhumanitiesandsocialsubject,butinscienceandengineering.Fromthestudyathome,wecanseethattherearemoreandmoreresearchersandeducatorspayattentionto“flippedclassroom”now,butithasnotgotmuchapplicationtoEnglishteaching,especiallygrammarteachinginjuniorhighschool.AccordingtothecurrentsituationofjuniorhighschoolEnglishgrammarteaching,theauthorbasesonthetheoryof“flippedclassroom”andEnglishgrammarteaching.Thepresentresearchwillapply“flippedclassroom”togrammarteachinginjuniorhighschool.Firstly,thethesisdescribestheresearchbackground,purposeandsignificance;secondly,itshowstheliteraturereviewonflippedclassroomathomeandabroad;Thirdly,theauthormadetheexperimenton“flippedclassroom”ingrammarteachingbasedontheideasofdifferenteducatorsandresearchers.TheexperimentsubjectsaretwoclassesfromNO.3middleschoolaffiliatedtoQinghaiNormalUniversity,andthewholeexperimentemployedquestionnaire,grammartestandinterviewinordertoprovethatflippedclassroomcontributestoimprovinggrammarscoreandEnglishproficiency.Finally,theauthorsummarizesthemainfindingsofthestudy,limitationsandsomesuggestionsforfuturestudy.Keywords:Flippedclassroom；juniorEnglishTeaching；GrammarteachingII 翻转课堂教学模式在初中英语语法教学中的应用中文摘要英语语法是英语教学的重要组成部分，初中是学生系统学习语法的起始阶段，但是英语语法也是初中英语学习和教学中最难的一个部分。究其原因，主要有以下几点：复杂的英语语法规则，枯燥的传统语法教学；缺乏真实的语言环境；学生学习兴趣较低。解决语法教学问题的关键，是要提高学生语法学习的兴趣，培养学生学习的主动性，积极快乐地参与到课堂的教学活动中，让学生能够在真实的情境中应用英语语法，从而提高初中英语语法教学的效果，改善学生的英语语法水平。近几年来，随着翻转课堂教学模式的不断发展，国外已有许多的教学研究者关注并在实际教学过程中应用，都取得了不错的成果，但是国外的研究以理工科居多，应用在人文社会科目的较少。从国内目前的研究情况来看，有越来越多的人开始应用翻转课堂，但是对于“翻转课堂”在英语课堂中的使用还未引起广泛的关注，特别是在初中英语语法教学当中。因此，基于初中英语教学的现状，本文以翻转课堂和语法教学为依托，通过翻转课堂在初中英语语法教学中的应用，旨在为教师在语法教学中激发学生学习兴趣，培养学生学习主动性，从而提高语法教学的效果提供部分参考意见。本文首先阐述了本研究的背景、目的、研究意义以及论文的结构，然后进行了国内外关于翻转课堂的研究综述。通过参考不同专家的文献，利用翻转课堂教学方式进行了实证研究。本研究以青海师范大学附属第三中学初二两个班级学生为教学对象，采用了问卷调查法、语法测试卷以及访谈等方法来证明翻转课堂有利于提高学生的语法成绩和英语水平。最后，笔者总结了实施翻转课堂的一些主要发现，本篇论文的局限性与不足，以及对未来研究的展望。关键词：翻转课堂；英语教学；语法教学III ContentsAcknowledgements.........................................................................................................IAbstract..........................................................................................................................II中文摘要......................................................................................................................IIIChapter1Introduction.................................................................................................11.1TheBackgroundoftheResearch.......................................................................11.2ThePurposeoftheStudy..................................................................................21.3TheSignificanceoftheStudy...........................................................................21.4TheOrganizationoftheThesis.........................................................................3Chapter2LiteratureReview........................................................................................52.1ViewsontheBasicTerms.................................................................................52.1.1DefinitionofGrammar.............................................................................52.1.2TheDefinitionofFlippedClassroomModel..........................................52.2TheDevelopmentofFlippedClassroomModel..............................................72.3Summary...........................................................................................................92.4TheCurrentSituationofStudyatHomeandAbroad.....................................102.4.1CurrentSituationofAbroad..................................................................102.4.2CurrentSituationatHome....................................................................122.5Summary.........................................................................................................142.6TraditionalTeachingandFlippedClassroomModel......................................142.7TheCharacteristicsofFlippedClassroomModel...........................................172.8TheoreticalBasisofFlippedClassroomModel..............................................182.8.1TheTheoryofMasteryLearning...........................................................182.8.2TheoryofLearningStyle......................................................................202.8.3TheoryofLearningPyramid.................................................................282.8.4Constructivism......................................................................................292.8.5Humanism.............................................................................................302.9TheCurrentEnglishGrammarTeaching........................................................31Chapter3ResearchMethodology............................................................................323.1ResearchQuestions.........................................................................................323.2TheExperimentBackgroundandResearchSubjects......................................323.2.1TheBriefIntroductionoftheExperimentSchool.................................323.2.2Researchsubjects:.................................................................................33IV 3.3ResearchInstruments:.....................................................................................333.3.1Questionnaire.........................................................................................343.3.2Test........................................................................................................343.3.3Interview:..............................................................................................353.3.4SPSSSoftware.....................................................................................353.4TeachingMaterialandtheContentofEnglishGrammar................................353.5ExperimentPeriod...........................................................................................363.6ResearchProcedures.......................................................................................373.7TeachingSamples............................................................................................38Chapter4DataAnalysisandDiscussion.....................................................................424.1ResultsofQuestionnaireSurveyonSubjectsCurrentSituationofEnglishGrammarbeforeExperiment.................................................................................424.2ResultsofTests................................................................................................444.3ResultsofInterview：.....................................................................................46Chapter5Conclusion................................................................................................495.1MainFindings.................................................................................................495.2Limitations......................................................................................................505.3Somesuggestionsforfurtherresearch............................................................51References....................................................................................................................53Appendices...................................................................................................................57AppendixI............................................................................................................57AppendixII..........................................................................................................59AppendixIII.........................................................................................................61AppendixIV..........................................................................................................63AppendixV..........................................................................................................70AppendixVI..........................................................................................................78攻读学位期间发表的学术论文..................................................................................79V TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingChapter1Introduction1.1TheBackgroundoftheResearchGrammarisanessentialpartinEnglishlearning,andGrammarplaysanimportantpartinlanguageteaching,anditisalsothemostdifficultaspectinEnglishteaching.Withtherapiddevelopmentofeconomy,informationandsociety,newtechnologyhaschangedthehuman’swaytoacquireandproductknowledge,multimediacomputerandnetworkhasbeenwidelyappliedinvarioussubjectsofteaching.Therefore,thetraditionalforeignlanguageteachingmethodsandteachingconceptsnotonlycannotadapttothemodernteachingenvironment,butalsocannotmeetthesocialneedsfortalents.Makingeffortstopromotetheeducationinformation,allschoolsmakefulluseofinformationtechnologyandtheadvantageofhugedatatoimprovethequalityofeducationfairnessandsatisfythedemandsofstudents’individualizedlearning,whichhasbeenanineluctabletrendofeducationreform.However,flippedclassroommodelisproducedinsuchenvironment.Withthedevelopmentofcontinuousemergenceofnewtechnologyandideas,theintegrationofinformationtechnologyandcurriculumisbecomingmoreandmoredeeper.Thecompulsoryeducationcurriculumstandardpointedout:Basicknowledgeoflanguageincludingphonetics,vocabulary,grammarandlanguageformsthatareusedforexpressingcommontopicsandfunction.Theknowledgeoflanguageplaysanimportantpartintheabilitytouselanguage,anditalsolaidfoundationsfordevelopinglanguageskills(2011).Grammarisapartoflanguage,masteringgrammarrulesisthefoundationoflanguageusingability,andtheprerequisiteconditionoflanguageskills.Therefore,grammarteachingshouldpromotestudents’abilitytousegrammar.Asanewteachingmodel,the“flippedclassroom”hasbeendevelopedrapidlyinrecentyearsindomestic,whichisalsocalled“reversedclassroom”,isbasedonstudentsasthecenterinsteadteacherasthecenterinclassinthepast.Thenewcurriculumreformhascarriedoutformorethan10yearsinourcountry,intheseyears,wereflectonoureducationreformgradually.Sincethereformandopeningup,thescaleofChina"sEnglisheducationhasmaderemarkableachievements.However,therearestillsomeproblemsintheEnglishclassroom1 青海师范大学硕士学位论文education,thecurrentsituationofEnglishteachingcannotmeettheneedsofeconomicconstructionandsocialdevelopmentinourcountry,thereisstillahugegapwiththeeradevelopment.Someproblemsofthecrammingteachingmethodandstudents’dumbEnglishstillexist.Todayweliveinthetwenty-firstCentury,isaneraofinformationage,sowehavetochangeourteachingmodel.Aseducators,weshouldfollowthedevelopmenttrendoftheInternetage,takefulladvantageoftheconvenienceoftheInternettoovercomethedrawbacksofEnglishteaching,toachievethepurposeoflearningatanytime,anywhereandindividualizedlearning,flippedclassroomrelativelymakearapiddevelopmentinrecentyears,asanationalteachingmode,itisoneoftheeffectivewaystosolvethoseproblemsofEnglishteaching.1.2ThePurposeoftheStudyThisstudyintendstocarryoutflippedclassroommodelinEnglishclassamongthestudentsinjuniorhighschoolofGradeEightinQinghaiprovince.First,theauthorplanstoinvestigatethecurrentsituationofEnglishgrammarteachingandwhetherweshouldadvocateflippedclassroommodelinourcountry.Second,theauthoralsointendstochecktheeffectsofflippedclassroommodelonstudents’grammarscoreandEnglishachievement.Third,theauthorattemptstoprovetheeffectofflippedclassroomonenhancingthestudents’motivationandinterestinEnglish.Four,theauthorplanstoinvestigateteachers’andstudents’attitudetowardsflippedclassroommodel.1.3TheSignificanceoftheStudyBecausetheconventionalEnglishgrammarteachingmodelhasshortcomings,weneedtochangethissituationinordertoimplementtherequirementsofnewcurriculumreform.TheauthortriestoapplyflippedclassroommodeltojuniorhighschoolEnglishteachingandfocusonEnglishgrammar,thesignificanceofthestudyisasfollowing:(1)Flippedclassroommodelreflectstheconceptofnewcurriculumreform.Newcurriculumreformemphasizesthatteachingisaprocessofemotionalcommunication,2 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingpositiveinteractionbetweenteachersandstudents.Moreimportantly,teachingshouldpromotethedevelopmentofstudentsinallaspectsasmuchaspossible.Theroleofteacherasafacilitator,andstudentisthemasteroflearning.Thosestudentswhosepersonalityareindependent,andeveryoneisdifferentinallaspectsfromonetotheother,atthesametime,theyarefullofcreativityandpotential.Thenewcurriculumrequiresinnovativeteachingmethodsandadvancedapproachtolearning.(2)Flippedclassroommodelcontributestoenrichinganddevelopingteachingtheories.FlippedclassroomhasbecomepopularandspreadthroughoutAmericansinceitwasappliedbytwochemistryteachersJonathanBergmanandAaronSamsintheirspecificteachinginWoodlandParkHighSchool.Thismodelprovidesabundantmaterialandpracticalexperiencetothecurrentteachingmodel.Thereisnodoubtthatitstirsuptheinspirationofeducatorstodofurtherdeepexplorationathomeandabroad.(3)Flippedclassroomhelpstoguidetheteachingreformexperiment.Atpresent,thenewcurriculumreformisfullylaunchingallovertheworld.Theconceptofnewcurriculumreformhasbeendeeplyrootedintheheartsofthepeople,however,thecurrentclassroomteachingmodelmakestheeducatorsandthefront-lineteachersworryaboutthefutureofeducation.Becauseofmanyteachingmodelsdon’tdeeplyandreallypracticeintheprocessofEnglishteachingandlearninginthepast.Comparedwiththetraditionalteachingmethod,flippedclassroomhasalotofremarkableadvantages;thismodelmeetstheneedsofstudents’personalizedlearning,whichisprovedtoproducehugeeffectinclassroomteachingintheUnitedStates.Soitisnecessaryforustoexploreanewteachingmodeltobesuitableforoureducationcondition.1.4TheStructuresoftheThesisThedissertationincludesfiveparts:Inchapterone,theauthorgaveabriefintroductionofthebackgroundoftheresearch,thepurposeandsignificanceofthestudy.Inchaptertwo,thevariousliteraturereviewofEnglishgrammarandflippedclassroomwillbeprovided;Inthefirstsectionofliteraturereview,thedefinitionofflippedclassroom,characteristicsofflippedclassroom,thecurrentsituationathomeandabroadwillbeinvolved;inthesecondsectionofliteraturereview,thetheoretic3 青海师范大学硕士学位论文basisofflippedclassroomalsowouldbeconcluded.Inchapterthree,theauthorwilldiscussthemethodology,anddescribedtheexperimentdesignwhichincludesresearchquestions,researchsubjects,andtheproceduresoftheexperiment.Chapterfourisdataanalysis;thedataofquestionnaire,pre-testandpost-testwaspresented.Thelastpartisconclusion;thispartpresentedsomemainfindings,implicationstoEnglishlearningandteaching,limitationsofresearchandsomesuggestionsforfurtherstudy.4 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingChapter2LiteratureReview2.1ViewsontheBasicTerms2.1.1DefinitionofGrammarEnglishgrammarisconsideredasoneofthemostimportantpartsinbothlanguagelearningandteaching.Itisverydifficulttodefinetheconceptofgrammar,simplytosay,grammaristherulesofalanguage,suchasEnglishwords,phrases,sentencestructure,anddeformationroles.Grammaristhewayinwhichwordsareputtogethertoformpropersentences.Differentscholarshavedifferentownideas.(1)Inlinguistics,grammarisasetofstructuralrulesgoverningthecompositionofclauses,phrasesandwordsinanynaturallanguage,whichincludesmorphology,syntax,phonology,phonetics,semanticsandpragmatics.(Wikipedia)(2)Grammarreferstotherulesinalanguageforchangingintheformofwordsandjoiningthemintosentence.(OxfordDictionary,2000)(3)Widdowson（1999）gavegrammarsuchadefinition:grammaristhechangedrulesofvocabularyandtherulesthatwemustfollowwhenwearewordingandphrasing.(4)HuZhuanglin(2000)pointedout:IfthepurposeoflanguageteachingistoteachstudentsuseEnglishcorrectly,weshouldregardgrammarasadynamicsystemofrational,ratherthanstaticsystem.(5)Larson-Freeman(2005)proposedthree-dimensionaltheoryinordertosolvetheshortcomingsofthetraditionalteachingofgrammar.Heinsistedthatgrammarshouldincludethreeaspects:morphosyntax,semanticsandpragmatics;thesethreefactorsareinterdependent,andchangesinonewillcausetheothertochange.Histheorynotonlyaffirmstheimportanceofgrammaticalstructure,butalsoattachesimportancetotrainingoflanguageproficiency.Grammarisnotonlyakindoflanguageknowledge,butshouldbeseenasaskillandadynamicsystem.(6)“Grammarisconcernedwiththestructuresofwords(morphology),andofphrasesandclauses(syntax).”(Art,2011).2.1.2TheDefinitionofFlippedClassroomModel5 青海师范大学硕士学位论文Flippedclassroommodel,orinvertedclassroommodel,whichwasputforwardfirstlyin2000,foralongtime,Americaneducatorsmadegreatcontributionstoit.Sofar,thereisnotanexactdefinitionforflippedclassroommodel.AccordingtoWikipedia,flippedclassroomisaninstructionalstrategyandatypeofblendedlearning,whichreversesthetraditionaleducationalarrangement,andintraditionalteaching,studentsfinishtheirhomeworkathome.However,inaflippedclassroommodel,beforetheclass,studentswatchonlinelecturesorshort-videos,collaborateanddiscussdifficultlanguagepointsonline,orcarryoutfurtherstudyathomeandengageinconceptsintheclassroomwiththeguidanceoftheteachers.(Abeysekera,Lakmal,andPhillipDawson,2015).Americaneconomist,MaureenJ.LageandGlennJ.Plattthosewhogaveflippedclassroommodeladefinition:flippedclassroommodelrefersto“whathappensinthetraditionalclassroomnowtakesplaceoutsidetheclassroom,usingnewtechnology,especiallymultimediaprovidesnewlearningopportunitiesforstudents,itistheearliestdefinitiontoflippedclassroommodel”.Ofcourse,thisdefinitionsimplydescribesthechangeininvertedclass,notgivedefinitionfromtheperspectiveofEnglishteachingmodel.BrianGonzalez,Intel’sglobaleducationdirectorwhoholdsthateducatorsgivestudentsmorefreedomandspaceintherevertedclass,whichconducestoputtingtheprocessofimpartingknowledgeoutsidetheclassandmakingstudentschoosethemostappropriatewaytoacceptnewknowledge,buttheonlyinternalizationprocessintheclass,inordertohavemorecommunicationbetweenteachersandstudents,studentsandstudents.Hisdefinitionvividlyreflectsthedifferencebetweentraditionalclassandinvertedclass.HarvardprofessorEricMazurplayedanimportantroleinthedevelopmentoftheconceptofflippedclassroommodel.Hecalledpeerinstruction,infactthatisaninstructionalstrategyatthebeginningoftheevolvement.Mazurpublishedabookin1997,entitledPeerInstruction:AUser’sManual.Hefoundthathisapproachwhichmovedinformationtransferoutoftheclassroomandinformationassimilationintotheclassroom,allowedhimtoteachstudentsintheirlearninginsteadoflecture.ItistwochemistryteacherJonathanBergmannandAaronSamsinWoodlandParkHighSchoolwhobecamethedrivingforceinflippedteachingathighschool.In2007,theyrecordedtheirlecturesanduploadedthemonlineinordertoaccommodatestudentswhomissedclasses.6 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching2.2TheDevelopmentofFlippedClassroomModelHarvardprofessor,EricMazurplayedasignificantroleinthedevelopmentofconceptsofflippedteaching,atfirst,flippedclassroomisaninstructionalstrategyhecalledpeerinstruction.Mazurpublishedabookin1997,thetitleis:PeerInstruction:AUser"sManual.Hefoundthathisapproachwhichmovedinformationtransferoutoftheclassroomandinformationassimilationintotheclassroomallowedhimtodiscusswithstudentsintheirlearninginsteadoflecture.In1993,AlisonKingpublishedanarticle“FromSageontheStagetoGuideontheSide”;Kingfocusesonthesignificanceoftheuseofclasstimefortheconstructionofmeaningratherthaninformationtransmission.Buthedidn’tdirectlyillustratedtheconceptof“flippedclassroom”,hisworkisoftencitedasanimpetusforaninversiontoallowfortheeducationalspaceforactivelearning.Lage,PlattandTregliapublishedapaperthatentitled“InvertingtheClassroom:AGatewaytoCreatinganInclusiveLearningEnvironment”whichdiscussestheirresearchonflippedclassroomsatthecollegelevel,andtheirresearchfocusontwocollegeeconomicscourses,Lage,Platt,andTregliaassertthatonecanemploytheclasstimethatbecomesavailablefromtheinversionoftheclassroom(movinginformationpresentationvialectureoutoftheclassroomtomediasuchascomputerandVCR)tomeettheneedsofstudentswhohaveawidevarietyoflearningstyles.TheUniversityofWisconsin-Madisondeployedsoftwaretoreplacelecturesinlargelecture-basedcomputersciencecourse.PerhapsthemostrecognizablecontributortoflippedclassroomisSalmanKhan.In2004,Khanbeganrecordingvideosandtheaimistotutorhisyoungercousinbecauseshefeltthatrecordedlessonswouldmakeherskipsegmentsshehadmasteredandreplaypartsthatconfusedher.SalmanKhanfoundedKhanAcademyisonthebasisofthismodel.Tosomeextent,KhanAcademyissynonymouswiththeflippedclassroom;however,thosevideosareonlyoneformoftheflippedclassroomstrategy.Inordertofocusonflippedandblendedlearning.TheWisconsinCollaboratoryhasbuilttwocentresforEnhancedLearning.Theclassroomstructurecontainstechnologyandcollaboration-friendlylearningspaces,andemphasisforthoseinvolvedintheprogramisplacedonindividualizedlearningthroughnon-traditionalteachingstrategiessuchasflippedclassroom.In2007,JeremyStrayerpublishedhisdoctoraldissertation,“TheEffectsoftheClassroomFliponthe7 青海师范大学硕士学位论文LearningEnvironment:AComparisonofLearningActivityinATraditionalClassroomandFlipClassroomthatUsedAnIntelligentTutoringSystem”.Inthisthesis,hediscusseshowtospecificallyimplementflippedclassroomatOhioStateUniversityandresearchsituation.Hecomparedthelearningenvironmentandlearningactivitiesbetweenconventionalteachingandflippedteaching,afterthat,hedrewtheconclusionthatreversedteachingisnotonlymoreconducivetodevelopmentofself-efficacy;butalsoisadvantageoustostudents’sensitivitytonewinformationandunderstanding.Hisstudycomparedtheimplementationofbasicstatisticscourseintwouniversities,oneappliedtraditionalteachingmethod,theotheremployedflippedteachingmodel,anddifferentiateinteachingcontentandhomeworkstructure.Inreversedclass,asmartteachingsystem.(Wikipedia)WoodlandParkHighSchoolchemistryteachersJonathanBergmannandAaronSamsbecamethedrivingforceinflippedteachingatthehighschool,in2007,theyrecordedtheirlecturesandpostedthemonlineinordertoaccommodatestudentswhomissedtheirclasses.BergmannandSamsnotethatonepersoncannotbecreditedwithhavinginventedorflippedclassroom.Furthermore,theyassertthatthereisnoone“right”waytoflipaclassroomasapproachesandteachingstylesarediverse,asareneedsofschools.BrianGonzalez,Intel’sglobaleducationdirectorwhoheldthateducatorsgivestudentsmorefreedomandspaceintherevertedclass,whichconducestoputtingtheprocessofimpartingknowledgeoutsidetheclassandmakingstudentschoosethemostappropriatewaytoacceptnewknowledge,buttheonlyinternalizationprocessintheclass,inordertohavemorecommunicationbetweenteachersandstudents,studentsandstudents.Hisdefinitionvividlyreflectsthedifferencebetweentraditionalclassandinvertedclass.HarvardprofessorEricMazurplayedanimportantroleinthedevelopmentoftheconceptofflippedclassroommodel.Hecalledpeerinstructionthatisaninstructionalstrategyatthebeginningoftheevolvement.Mazurpublishedabookin1997,entitledPeerInstruction:AUser"sManual.Hefoundthathisapproachwhichmovedinformationtransferoutoftheclassroomandinformationassimilationintotheclassroom,allowedhimtoteachstudentsintheirlearninginsteadoflecture.InJulyof2007,theGeneralAssemblyintheColoradoCountryintheUnitedStates,JonathanBergmannandhisco-participantsgavethedefinitiontoflippedclassroommodel:flippedclassroomisakindofmeans,whichincreasesthe8 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingpersonalizedinteractionbetweenteachersandstudents;itisapersonalizedlearningenvironment,insuchatmosphere,studentscangetindividualizededucation,andstudentsmustberesponsiblefortheirownlearning,students’learningenthusiasmimproved;theteacherisnolongerthe“saint”ordictator,butarealmentorinthelearningprocess,whichmakesteachingcontenthavebeenpreserved,andstudentscanreviewatanytimeaccordingtotheirowncircumstance,italsoconvenientforthosewhoareabsentfromclasses;itisamixofteachingmodelwithdirectinterpretationandconstructivism.(Wikipedia)In2011,educatorsfromMichigan’sClintondaleHighSchoolflippedeveryclass.ThePrincipal,GregGreenmadehisgreateffortstohelpteacherstodevelopplansforflippedclassroom.Inordertoindicatetheeffectivenessofflippedclassroom,heworkedwithhissocial-studiesteacher,AndyScheel,theyrantwoclasseswithidenticalmaterialandassignments,oneflippedandoneconventional.Intheflippedclassroommanystudentsfailedtheclass–somemultipletimes.Aftertwentyweeks,studentsinflippedclassroomweremoreoutstandingthanstudentsintraditionalclassroom.2.3SummaryFlippedclassroomhasbecomepopularandspreadthroughoutAmericansinceitwasappliedbyJonathanBergmanandAaronSams（2012）inWoodlandpark..Thisnewteachingmodelhasattractedtheattentionofeducatorsinthewholeworldandbeenremarkablyrecognized.Thedevelopmentofinformationandtechnologyhasbroughttheeducationrevolution,whichprovidesustheopportunityofrealizingtheflippedclassroommodelinAmerican,eachschoolwhichimplementsthismodelandadoptsdifferentwaysofimplementationbasedontheirowncharacteristics.Thismodelmeetstheneedofstudents’personalizedlearning,whichisprovedtoproducehugeeffectinclassroomteachingintheUnitedStates.Facingthenewteachingmodelin21century,oureducationalcirclealsostartstheexplorationandpracticeofit.Butinpractice,weshouldclearthesituationofourcountry’seducation;findboundingpointsbetweentheflippedclassroommodelandanewroundofcurriculumreforminourcountry.The“flippedclassroom”teachingmodelinUSisaninnovationincontrasttothetraditionalteachingmodelof“lessontaughtonclass”and“homeworkdoneafter9 青海师范大学硕士学位论文class”.Asanewkindofteachingmodel,itisguidedbyConstructivismandsupportedbymoderninformationtechnology.Bymeansofthesharedvideosbeforeclassandin-classstudentdiscussion,thisnewmodeleffectivelydealswithbasicknowledgeacquisitionbeforeclassandnewknowledgeinternalizationinclass.TheflippedclassroomteachingmodeloriginatedfromtheUnitedStatedandhasbeenspreadrapidlyinrecentyears.Ithasbecomearelativelymatureprocessofmoduledesignatpracticelevel.Thisteachingmodelhasfollowingimplications:(1)Informationtechnologyshouldbeinvolvedintheclassroom;(2)Weshouldimproveourawarenessofthedevelopmentofonlineeducationresources;(3)In–classdiscussionshouldbebuiltontheproblem-solvingactivities.2.4TheCurrentSituationofStudyatHomeandAbroad2.4.1CurrentSituationofAbroadInforeigncountries,theresearchesonflippedclassroomhavebeengreatandlaidsolidfoundation.Flippedclassroomhasachievedfairlygoodachievementsafterputtingintopracticeforacertainlengthoftime.Practicalresearchaboutflippedclassroombegantoimplementinuniversities,collegesandsomevocationalschoolsinAmerican,classroompracticeresearch,carriedoutextensiveresearchabroad.Atfirst,flippedclassroomisusedfortutoringlessonsratherthanteaching,theearliestexplorerisSalmanKhan.Heoriginallywantedtomaketheteachingvideofortutoringhisnephewandniecetostudylessonswell.SohemadetheinstructionalteachingvideoanduploadedtoYoutube,whichhasattractedwideattention.Manystudentsparticipateinhislessonsthroughnetwork.In2012,inTED(Technology,Entertainment,Design)"Let’susevideotoreinventeducation"speech,SalmanKhanputforwardthatKhanAcademywillbeinvolvedintheK11flippedclassroompractice.Thisspeechpromotedthepopularityofflippedclassroomintheworld,andthen,SalmanKhanandhisKhanAcademyreceivedmuchconcernsallovertheworld.Comparedwithtraditionalteachingmethod,SalmanKhanthoughtthat"flippedclassroom"isnotonlyanewformofteaching,butalsoisacompletelyoppositepatternofthetraditionalteaching.Intraditionalclass,“teachershavelessonsinclassduringtheday,studentsdohomeworkafterschool.Inthe1990s,afamousprofessorofphysicsatHarvardUniversity,itisEricMazurwhofoundthatcomputer-assistedinstructioncaneffectivelytransferknowledge,peerinstructioncanstimulatestudents"10 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingenthusiasm,arousestudents’interest,createlearningmotivation,andacceleraterapidabsorptionlearningoutcomes.MaureenLageandotherresearchersattheUniversityofMiamiimplementedflippedclassroomresearchin“Introductiontoeconomics”.Theresearchindicatedthatflippedclassroomactivatesdifferentteachingsandeffectivelyadaptstodifferentlearningstylesofstudents.In2007,twochemistryteachers，JonathanBergmanandAaronSamwhoworkedinWoodlandParkHighSchool,theColoradorockymountain.Becausesomestudentsareabsentfromclass.Inordertoremedylessonsforthosewhocan’tcometoschooltoattendclasses,thetwoteachersrecordthePowerPointpresentationandaudiooflecturebyusingakindofScreenshotsoftware.Afterthat,theyuploadedthoseresourcestotheInternetfornon-attendance;ofcourse,theotherstudentsarealsoallowedtolearnonline.Later,twoteachersbegantorethinkhowtoexpandtheclassroomteachingpracticeinordertoobtaingoodteachingeffect.“Sincethattime,theconceptof“flippedclassroommodel”hasbeenputforward.Withthefurtherdevelopmentofinformationtechnology,flippedclassroombegantocombinewithalotofsubjects.Thecontentsofthefollowingtable(ChiFang,2014)aresomerepresentativeschoolsthatimplementedflippedclassroomintheUnitedStates.SchoolNameGradeSubjectLakeElmoPrimarySchoolFiveMathematicsMathematics,Science,SocialWildomarPrimarySchoolFour;FiveStudiesDaVinciAcademyFiveMathematicsNipherPrimarySchoolSixScienceTheWestsideSchoolFiveTechnologyRuthDowellMiddleSchoolSevenMathematicsPrimaryand542AbborsfordRdKenilworthMathematics,Science,EnglishSecondaryIL60043SchoolAreaPESchoolMemorialMiddleSchoolEightScienceAllsubjectsinGradeSix,St.ThomasAquinasSchoolSix;EightMathematicsinGradeEightHamiltonMiddleSchoolEightGeographicalScienceHarrisonHighSchoolHighSchoolBiology;ChemistryLoomisChaffeeSchoolTwelveMolecularBiologyPekinCommunityHighSchoolAPPhysics,Chemistry11 青海师范大学硕士学位论文Throughthestatisticswecaneasilyfindthattheuserofflippedclassroommainlyinprimaryschoolandsecondaryschool,andmostschoolsapplyflippedclassroominmathematics,scienceorpuresciencecourses.2.4.2CurrentSituationatHome12 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingIn2011,FlippedClassroomwasintroducedintoourcountry,andattractedattentionsfromChineseeducators.Sofar,peoplehavecarriedoutsomeresearchesonflippedclassroom.SomeofthemfocusontheoryintroductionsuchasTheResearchofFlippedClassroomTeachingModelbyZhangJinlei(2011)；TheDesignandPracticeof“flippedclassroom”teachingModelBasedonMicro-lessonbyChenXiaofei(2014);ApplicationofFlippedClassroomtoVocationalCollegeEnglishTeachingbySongWei(2013).Mostofresearchesfocusontheapplicationofflippedclassroommodeltochemistry,physics,mathematics,andinformationtechnologyclasses.FewresearcheshavebeendoneontheapplicationtoEnglishclasses.Someschoolshavealreadystartedtopracticeasmallscaleimplementationofflippedclassroomteachingmodel.Manyschoolshavecarriedoutsomerelevantexperimentaboutflippedclassroom,suchasChongqingJukuiMiddleSchool,ShenzhenNanshanExperimentSchool,NanjingJiulongMiddleSchool,andGuangzhouNo.5MiddleSchool(ZhouLin,2015).Thenumberofexperimentalschoolinpracticeatpresentisrisinggradually.ChongqingJukuiMiddleSchoolisoneoftheearliestschoolstoexploreflippedclassroommodelinourcountry(ZhangYujiang,2014).Theschoolisonthebasisofthenewcurriculumreform,combiningwiththeteachingideaofflippedclassroom.Accordingtotheactualsituationofitsownschool,inordertoimprovetheefficiencyofclass,theschoolfinallysummeduptheschemeofflippedclassroomteaching.Thatistosay:(1)fourstepbeforeclass:makeguide-learningplan;makeshort-videos;studentslearnbythemselves;makeindividualtutoring.Fivestepsintheclass:cooperativeinquiry;developsolutionstoexpand;practicetoconsolidate;correcterrorindependently;reflectionandfeedback.表2-1CNKI文献检索情况年份硕博士涉及到英语涉及到语法期刊会议报纸文献论文翻转课堂翻转课堂2012151310201376363241020145655218703542015201910712000Sofar,accordingtomystatisticsinCNKI,atotal200dissertationsandmostofthemwerepublishedin2015,andtheyfocusedonintroducingflippedclassroom13 青海师范大学硕士学位论文teaching,butmostofthemmainlyfocusonthetheoreticalresearch.However,thereisfewresearchabouttheempiricalresearch,letalonetherelationshipbetweenflippedclassroommodelandEnglishgrammarteaching.AccordingtoMaXiulin(2011),flippedclassroomistheclassthatinvertstraditionalteachingmodel(studentshaveclassesduringthedayatschoolanddohomeworkatnightathome),sothatstudentscompleteknowledgeinternalizationandtheconceptofautonomouslearninginextra-curriculumtime,andclassroomintoaplaceforteachersandstudentsinteraction,duringtheclass,teachersandstudentspromoteknowledgeinternalizationthroughansweringquestionsandcooperativediscussions.2.5SummaryAllinall,asanewteachingmodel,flippedclassroomhasreceivedthewidespreadattention.PracticeandtheoryresearchinChinahasmadephasedachievement.Theresultsareasfollowing:(1)Thedefinitionofconceptandcharacteristics.BecauseflippedclassroomoriginatedintheUnitedStates,whencombingforeignliterature,theauthorfoundthatthemainpointofforeignliteratureresearchishowtoeffectivelyimplementflippedclassroommodel,thestudyaboutdefinitionandcharacteristicsarenotcareful,butChinesescholarstocarryonthemultipleperspectivesinthesetwoaspects,andformedamorematurepointofview.Thishelpspractitionersinourcountryhaveabettermasterofthecoreofflippedclassroom.(2)Varietyofflippedclassroommodeldesign.Dependingonavarietyofteachingidea,domesticscholarsdesignedmuchdifferentteachingprocessaboutflippedclassroommodel.However,thepresentstudieshavesomeproblems:Firstly,researchtopicsarerough,andmostofthemfocusondescription,analysisofcurrentsituation,andmodeldesign,andlackofdeepresearchaboutteachingmodel;Second,thevalueofpracticeisnothigh,fromthepresentstudy,wecaneasilyfindthatmostofresearchputemphasisontheory，someofthemalsohavepracticalsteps,butthepertinenceisnotstrong,ifcarryingoutinprimaryschoolandsecondaryschool,theguidanceofthevalueisnothigh.14 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching2.6TraditionalTeachingandFlippedClassroomModelThereishugedifferencebetweenflippedclassroomandtraditionalteaching.FlippedClassroomTraditionalClassroomTeacherRoleMentor,promoterDictatorStudentRoleActiveLearnersPassiveReceiverLearningbeforeclass,discussTeachingMethodClassInstructionandanswerquestionsinclassStudentstakeinitiativetoTeachingContentsKnowledgeInstructionexploreConstructivismlearningTeachingIdeaCrammingteachingtheoryCommunicationbetweenTeachingTimeAllocationTeacherexplainknowledgeteacherandstudentTeachingFocusLearningProcessLearningResultTeachingFeedbackTimelyFeedbackLackoffeedbackornofeedbackInthetraditionalmodelofclassroominstruction,theteacheristypicallythecentralfocusofalessonandtheprimarydisseminatorofinformationduringtheclassperiod.Theteacherrespondstoquestionswhilestudentsdeferdirectlytotheteacherforguidanceandfeedback.Inaclassroomwitharadicallytraditionalstyleofinstruction,individuallessonsmaybedidacticandentirelycontentoriented.Studentsengageinthetraditionalmodelmaybelimitedtoactivitiesinwhichstudentsworkindependentlyorinsmallgroupsonanapplicationtaskdesignedbytheteacher.Classdiscussionsaretypicallycenteredontheteacherwhocontrolstheflowoftheconversation.Typically,thispatternofteachingalsoinvolvesgivingstudentsthetaskofreadingfromatextbookorpracticingaconceptbyworkingonaproblemset,forexample,outsideschool.Theflippedclassroomintentionallyshiftsinstructiontoalearner-centeredmodelinwhichclasstimeisdedicatedtoexploringtopicsingreaterdepthandcreatingmeaningfullearningopportunities,whileeducationaltechnologysuchasonlinevideosareemployedtodelivercontentoutsideoftheclassroom.Inaflippedclassroomcontentdeliverymaytakeavarietyofforms.Sometimesvideolessonspreparedbytheteacherorotherexcellentteachersareusedasacontentdeliverymechanism,throughonlinecollaborativediscussions,digitalresearch,ortextreadingsmaybeutilizedaswell.Flippedclassroomsalsoredefinein-classactivities.In-classlessonsaccompanyingflippedclassroommayincludeactivitylearningormoretraditionalhomeworkproblems,amongotherpractices,toengagestudentsinthecontent.Class15 青海师范大学硕士学位论文activitiesvarybutmayinclude:usingmathmanipulativeandemergingmathematicaltechnologies,in-depthlaboratoryexperiments,originaldocumentanalysis,debatingorspeechpresentation,currenteventdiscussions,peerreviewing,project-basedlearning,andskilldevelopmentorconceptpractice.Becausethesetypesofactivelearningallowforhighlydifferentiatedinstruction,moretimecanbespentinclassonhigher-orderthinkingskillssuchasproblem-finding,collaboration,designandproblemsolvingasstudentstackledifficultproblems,workingroups,research,andconstructknowledgewiththehelpoftheirteachersandpeers.Asaresult,ateacher’sinteractionwithstudentsinaflippedclassroomcanbemorepersonalizedandlessdidacticandstudentsareactivelyinvolvedinknowledgeacquisitionandconstructionastheyparticipateinandevaluatetheirlearning.Intraditionalschools,eachtopicinclassusedafixedamountoftimeforallstudentsintheclass.Flippedclassroomsapplyamasterylearningmodelthatrequireseachstudenttomasteratopicbeforemovingtothenextclass.Masterylearningwasinitiallypopularinthe1920s,andwasproposedbyBenjaminBloomin1968.Whileitisdifficulttoimplementinlarge,traditionalclassrooms,ithasshowndramaticsuccessinimprovingstudentlearning.Themasterymodelallowsteacherstoprovidethematerials,toolsandsupportforlearningwhilestudentssetlearninggoalsandmanagetheirowntime.Masteryrewardsstudentsfordisplayingcompetence.Studentswhoinitiallyturninfalseworkmustcorrectitbeforemovingon.Beforeflipping,masterylearningwasimpracticalinmostschoolsbecauseitwasnotpossibleforteacherstogivedifferentlecturesfordifferentgroupsofstudents.Testingwasalsoimpractical,becausefast-learningstudentscouldrevealthetesttothosewhofollowed.Inaflippedmasteryclassroom,studentswatcheachlectureandworkoneachexercisewhentheyhavemasteredthecontents.TimKelly,winnerofthePresidentialAwardforMathematicsandScienceTeaching,adoptedflippedmasterywithhiscolleaguesCoreySullivanandMikeBrust.Sullivanestimatedthat40to60hoursofworkoutsideschoolforeachof12unitspercoursewererequiredthefirstyear.AnotherPresidentialAwardwinner,SpencerBean,convertedafterhisdaughterwentthroughKelly’sclass.Flippedmasteryeliminatestwootherout-of-classroutines:dailylessonplanningandgradingpapers.Thelatterhappensinclassandinperson.Replacinglectureswithgroupandindividualactivitiesincreasesin-classactivity.Everystudenthas16 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingsomethingtodothroughouttheclass.Insomeclasses,studentschoosehowtodemonstratemastery-testing,writing,speaking,debatingandevendesigningarelatedgame.Moodleprovidesonewaytomanagethetestingprocess.Itcreatesadifferenttestforeachstudentfromapoolofquestions.Advocatesclaimthatitsefficiencyallowsmoststudentstodoayear’sworkinmuchlesstime.Advancedstudentsworkonindependentprojectswhileslowerlearnersgetmorepersonalizedinstruction.Somestudentsmightnotgetthroughtheyear’smaterial,butdemonstratedcompetenceonthepartstheydidcomplete.[Somecriticsarguethattheflippedclassroommodelhassomeshortcomingsforbothstudentsandteachers.Forstudents,theremaybeappearthisphenomenon:“digitaldivide”.Notallfamiliesarefromthesamesocio-economicbackgroundandthusaccesstocomputersorvideo-viewingtechnologyoutsideoftheschoolenvironmentisnotpossibleforallstudents.Thismodelofinstructionmayputsomeunduepressureonsomefamilies,astheyattempttogainaccesstowatchvideosfortheirchildrenoutsideofschoolhours.ontheotherhand,somestudentsmaystruggleduetotheirdevelopingpersonalresponsibility.Inself-centered,homelearningenvironmentstudentswhoarenotatthedevelopmentalstagerequiredtokeepon-taskwithindependentlearningmayfallrapidlybehindtheirpeers.Othersarguethattheflippedclassroomleadstoincreasingcomputertimeinanerawhereadolescentsalreadyspendtoomuchtimeinfrontofcomputerscreens.Invertedmodelsthatrelyoncomputerizedvideosdocontributiontothischallenge,particularlyifvideosarelong.Additionally,flippedclassroomsthatrelyonvideostodeliverknowledge,whichfacessomeofthesamechallengesastraditionalclassrooms.Studentsmaynotlearnbestbylisteningtoalectureandwatchinginstructionalvideosathomeisstillrepresentativeofamoretraditionalformofteaching.Criticsargueaconstructivistapproachwouldbemorebeneficial.Teachersmayfindchallengeswiththismodelaswell.Increasedpreparationtimeisinitiallylikelyascreatinghighqualityvideosrequiresteacherstocontributesignificanttimeandeffortoutsideofregularteachingresponsibilities.Additionalfundingmayalsoberequiredtoprocuretrainingforteacherstonavigatecomputertechnologiesinvolvedinthesuccessfulimplementationtheinvertedmodel.17 青海师范大学硕士学位论文2.7TheCharacteristicsofFlippedClassroomModel(1)BeforeClassTheteachersmaketeachingvideosanddesignteachingtasksaccordingtoteachingtarget、objects、andcontents.Videoscanbemadebythechiefcourseteacherhimselforcomefromexcellentopeneducationresourcesonline.Educationresourcesincludevideos,referencebooks,electronicteachingplansandelectroniccoursewareandtopic-learningwebsites,whichpresentreallanguageenvironmentandlivinglanguageofEnglishnations’communication.Alltheteachingvideos,resourcesandtasksareaboutthethemeofthisunitanduploadedtoonlinestoragesystem.Itisconvenientforstudentstodownload.Studentsreceivetheteacher’stask,watchtheteachingvideosandlearnlanguageknowledgeindependently.Alltheexcisesshouldbedonebystudentsbeforeclass.Furthermore,theycommunicatewithclassmatesaboutthethemethroughe-email,QQorWeChat,whicharepreparedfordiscussionandpresentationforclass.Afterthat,theyshouldsummarizewhattheyhavelearnedandwhattheydon’tfigureout,thentelltheirdifficultpointstotheteacheronline,theteachersubsequentlymakesasummaryofstudents’problems.(2)DuringClassFirstofall,teacherswillholdaquiz,whichisnotonlyusedtocheckstudents’independentlearningbutguidestudentsintooralactivities.Theyincludegroupdiscussion,situationaldialogues,role-playing,debatingandsoforth.Theteachershouldprovidemoreopportunitiesforstudentstoputwhattheyhavelearnedintopracticebyorganizingvariousactivitiesandcreateauthenticlanguageenvironmentinordertointernalizetheirknowledge.Eachgroupshouldchoosetheleadertogiveapresentationorspeechafteroralactivitiestopresentwhattheydiscuss.Intheprocessofgroupdiscussionandindividualpresentation,theteachershouldgivegroupandindividualcounselingrespectively.Finally,hegivesexplanationaboutwhatstudentsdonotworkout.Withrespecttotheassessment,theteachershouldhavemulti-dimensionandmulti-modeassessmentsoastomotivatestudents.Moreover,theteacherattachesgreatimportancetocultivatestudents’spiritofexplorationandteamworktoimprovetheirproblem-solvingability.2.8TheoreticalBasisofFlippedClassroomModel2.8.1TheTheoryofMasteryLearning18 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingMasteryLearning,oritwasinitiallycalled,“learningformastery”,isaninstructionalstrategythatmakesuseoffeedbackandcorrectiveprocedurestoimprovecognitiveandachievementoutcomesinlearning.ThisstrategywasfirstformallyputforwardbyBenjaminS.Bloomin1968.Whichsuggeststhatthefocusofinstructionshouldbethetimeandthelearningconditionsrequiredfordifferentstudentstolearnthesamematerialandachievethesamelevelofmastery.Thisisverymuchincontrastwithconventionalteachingmodelswhichfocusmoreondifferencesinstudents"abilityandwhereallstudentsaregivenapproximatelythesameamountoftimetolearnandthesamesetofinstructions.InMasterylearning,thereisashiftinresponsibilities,sothatstudent"sfailureismoreduetotheinstructionandnotnecessarilylackofabilityonhispart.Thereforeinamasterylearningenvironment,thechallengebecomesprovidingenoughtimeandemployinginstructionalstrategiessothatallstudentscanachievethesameleveloflearning.(Wikipedia)Bloomreasonedthatbecausestudents’aptitudevaried,timeneededtolearntherequiredcontentwouldvary.Ifallstudentshadtheprerequisiteskillsandreceivedqualityinstruction,thenallstudentscouldlearnrequiredcontentiftimewasallowedtovary.Infact,Bloomstatesthat90℅ofstudentscanlearnwhatisnormallytaughtinschoolsataleveliftheyaregivenenoughtimeandappropriateinstruction.Theconceptofmasterylearningcanbeattributedtothebehaviorismprinciplesofoperantconditioning,accordingtooperantconditioningtheory,learningoccurswhenanassociationifformedbetweenastimulusandresponse(Skinner,1946).Inmasterylearning,“thestudentsarehelpedtomastereachlearningunitbeforeproceedingtoamoreadvancedlearningtask”(Bloom,1985)contrastto“conventionalinstruction”.Thus,thestudentsarenotadvancedtoasubsequentlearningobjectiveuntiltheydemonstrateproficiencywiththecurrentone.Theteachingmaterialwillbebrokendownintomanysmalldiscretelessonsthatfollowalogicalprogression.Inordertodemonstratetheirmasteryovereachlesson,studentsmustbeabletoshowevidenceofunderstandingofthematerialbeforemovingtothenextlesson(Anderson,2000).FromtheperspectiveofBloom,inthetraditional“classteachingsystem”,theteachergivestheinstructionforallthestudentsintheclassisnotcompletelyequal,actually,theteacheronlygivesgoodencouragementandattentiontoonethirdofstudents,atthesametime,theotherstudentsareignored.Thisisreflectedinallaspectsoftheteachingprocess,suchasthedepthofteaching,levelofoperation,expectations,etc.Thiswillinevitablyleadtodifferentlearning19 青海师范大学硕士学位论文errorsamongstudents,eventhepolarizationinstudents’grades.However,ifwegivestudentssufficienttimeandsuitableteaching,indeedmostofthestudentsareabletoachievethemainstudytargettosomeextent.Forthosewhoarenotverygoodinlearningperformance,Bloomthoughtthatisnotcausedbythestudents"intellectualfactors,butbecauseoflackingofobtaininghelpandthenecessarylearningtimesuitablefortheirowncharacteristics.Ifastudentgetstherequiredstudytimeandhelp,sohewillachievethegoaloflearning,atthesametime,whenheknowshecouldtobeanyoneoftheclass,andthissenseofsuccessandexperiencewillstronglystimulatehislearningmotivation,andpromotehisself-confidenceandselfconcept,soastoimprovehisgrades.Bloomadmitsthatthereissignificancedifferencebetweenthestudents"intelligence,buthedoesn’tbelievethesuperstitiousso-called“normaldistributioncurve”,becauseheclaimsthat“normaldistributioncurve”appliesonlytothecaseofcasualandrandomactivities.Infact,exceptfor1to2%ofgiftedchildrenand2to3%ofthelowabilitychildren,morethan95%ofthestudentsaresimilarinlearningability,learningspeedandlearningmotivation.Ifthestudents’performancecurvewaspositivelynormaldistribution,whichmeansthatoureducationeffortsisnotsuccessful.Thisnewteachingtheory,makingformorethan90%studentsuptothelevelofthe"master"hasbecomeourpursuitofnewtargetinteachingactivities.Bloom,whenfirstproposedhismasterylearningstrategyin1968,wasconvincedthatmoststudentscanattainahighleveloflearningcapabilityifthefollowingconditionsareavailable:(1)Instructionisapproachedsensitivelyandsystematically(2)Studentsarehelpedwhenandwheretheyhavelearningdifficulties(3)Studentsaregivensufficienttimetoachievemastery(4)ThereissomeclearcriterionofwhatconstitutesmasteryBloom’smasterylearningisbasedonJohnB.Carroll’slearningtheory,andheabsorbedthefivevariablesfromthetheoryof“ModelofSchoolLearning”.Thosevariableswillinfluenceachievementlevelsandlearningoutcome:aptitude;qualityofinstruction;abilitytounderstandinstruction;perseverance;andtimeallowedforlearning.2.8.2TheoryofLearningStyle20 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingLearningstylesreferstoarangeofcompetingandcontestedtheoriesthataimtoaccountfordifferencesinindividuals"learning.Althoughthevarioustheoriesshowsdifferentviewpointsonhowthestylesshouldbedefined.Acommonconceptisthat:individualsdifferinhowtheylearn.Theideaofindividualizedlearningstylesoriginatedinthe1970s,andhasgreatlyinfluencedoneducation.Proponentsrecommendthatteachersshouldassessthelearningstylesoftheirstudentsandadapttheirclassroommethodstobestfiteachstudent’slearningstyle.Althoughthereisampleevidencethatindividualsexpresspreferencesforhowtheyprefertoreceiveinformation,fewstudieshavefoundanyvalidityinusinglearningstylesineducation.Somecriticssaythereisnoexactevidenceidentifiedanindividualstudent"slearningstyleproducesbettereffect.Thereisevidenceofempiricalandpedagogicalproblemsrelatedtotheuseoflearningtasksto“correspondtodifferencesinaone-to-onefashion”.AccordingtoWikipedia:“Learningstylesaredifferentwaysthatapersoncanlearn.It"scommonlybelievedthatmostpeoplefavorsomeparticularmethodofinteractingwith,takingin,andprocessingstimulationorinformation.Everylearnerhashisownpreferentialmode,solearningstylehasagreatinfluenceonthequalityoflearningandlearningefficiency.Differentcountries,duetothedifferentregion,culture,andeducationsystem,therefore,learningstyleisverydifferent;ofcourse,eventhesamegeographicalandeducationalsystem,differentpeoplewillhavedifferentlearningstyles.In1954,HerbertThelenfirstputforwardtheconceptoflearningstylefromtheperspectiveofgeneralpsychology,accordingtohim,learningstylereferstotheuseofone’sownpersonalitypowertoadjustlifeandthewayofadaptingtothesocialworkandtheinitiativeofthegroupworking,thisconceptreflectsthesocialfunctionoflearningstyle.1.TheDefinitionofLearningStyleOnthedefinitionoflearningstyle,manyscholarsabsorbedtheresearchresultsoftherelatedprinciples,suchaspsychology,education,cognitivepsychology,andpsycholinguistics.Sofar,forthelearningstyle,therehasnotformedaunifieddefinitionforalongtime.ManyscholarsintheWesthaveexplainedtheconnotationofthelearningstylefromdifferentperspectivesandgivedifferentdefinitions:Learningstylescanbedefinedasasetofcognitive,emotional,characteristicandphysiologicalfactorsthatserveasrelativelystableindicatorsofhowalearnerperceives,interactswith,andrespondstothelearningenvironment(Keefe,1979).21 青海师范大学硕士学位论文Dunngavethelearningstyleas“apreferentialmode,throughwhichasubjectlikestomasterlearning,solveproblems,thinksorsimplyreactinapedagogicalsituation”.(1979)Reidheldaviewthatlearningstyleisaconsistentpatternofbehaviorandperformancebywhichanindividualapproacheseducationalexperiences;learningstyleisderivedfromculturalsocializationandindividualpersonalityaswellasfromthebroaderinfluenceofhumandevelopment.(1987)Indomestic,accordingtoTanDingliang(1995),learningstyleisadistinguishedstudywaythatlearnersconsistentwithintheprocessoflearningandisthesumoflearningstrategiesandlearningtendencies.2.TheCharacteristicsofLearningStyleAlthoughmanyscholarsgivedifferentexplanationstothelearningstyle,therearemanythingsincommon.learningstylehasthefollowingcharacteristics:①UniquenessLearningstylehasauniquefeature,whichisbasedonlearners’neuraltissuestructure,andaffectedbyspecificfamily,educationandsocialculture,andformedbylong-termlearningactivities,withdistinctpersonalitycharacteristics.②StabilityLearningstyleisformedintheprocessoflearningforalongterm,onceformed,itisstable,itseldomchangeswiththelearningcontentandlearningenvironment.Butthestabilityoflearningstyledoesnotmeanthatitisnotchanged,itstillhasplasticity.③Learningstylehastwofunctions:activityandpersonalityPersonality,suchasability,temperatureofteninfluencethefunctionoflearninginaindirectway;andlearningstyleislearnersregularlyuseandpreferredlearningstrategiesandways,itisdirectlyinvolvedinthelearningprocess,additionally,itpromotesthelearningprocesssmoothly,ontheotherhand,tomakelearningprocessandlearningoutcomesaffectedbypersonality.3.Kolb’sLearningStyleModelKolb"slearningtheorysetsoutfourdistinctlearningstylesorpreferences,whicharebasedona-four-stagelearningcycle,whichmightalsobeinterpretedasa“trainingcycle”.InthisrespectKolb’smodelisparticularlyelegant,sinceitoffersbothawaytounderstandindividualpeople"sdifferentlearningstyles,andalsoanexplanationofacycleofexperientiallearningthatappliestousall.22 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingKolbincludesthis“cycleoflearning”asacentralprinciplehisexperientiallearningtheory,typicallyexpressedasfour-stagecycleoflearning,inwhich“immediateorconcreteexperiences”provideabasisfor“observationsandreflections”.These“observationsandreflections”areassimilatedanddistilledinto“abstractconcepts”producingnewimplicationsforactionwhichcanbe“activelytested”inturncreatingnewexperiences.Kolb"smodelworksontwolevels-afour-stagecycle:1.ConcreteExperience-(CE)2.ReflectiveObservation-(RO)3.AbstractConceptualization-(AC)4.ActiveExperimentation-(AE)andafour-typedefinitionoflearningstyles,(eachrepresentingthecombinationoftwopreferredstyles,ratherlikeatwo-by-twomatrixofthefour-stagecyclestyles,asillustratedbelow),forwhichKolbusedtheterms:1.Diverging(CE/RO)2.Assimilating(AC/RO)3.Converging(AC/AE)4.Accommodating(CE/AE)HereisadiagramillustratingKolb"slearningcycleandlearningtypes.DavidKolb"staxonomyisgroundedinhisexperientiallearningtheoryanditisbasedontheideathatagivenlearningstyleisshapedbythetransactionbetween23 青海师范大学硕士学位论文peopleandtheirenvironment(e.g.education,career,jobrole).AccordingtoSusanSanto,Kolbstatesthatlearnershavetwopreferredwaystodealwithinformation:1.ConcretenessorAbstractness2.ActivityorReflection3.However,Kolbalsostatesthatthelearningprocessitselfalwaysengagesthese4componentsinacyclicalfashion:(1)Eventsweareinvolvedwith(concreteness)(2)Eventsleadtoreflectionandinformationcollection(reflection)(3)Eventsthatletusdevelopideas(abstractness)(4)Eventsthatleadtodecisionsthatinturncreateevents(activity)Toeachofthesefourstepsofthelearningprocesswecanassociatefourlearningmodes:1.ConcreteExperience(CE)-learningbyfeeling(involvementinanexperience)2.ReflectiveObservation(RO)-learningbyreflection,watching,andlistening3.AbstractConceptualization(AC)-learningbythinking4.ActiveExperimentation(AE)-learningbydoingInotherwords,hearguesthatallpeopleapplythesefourprocessesbutsomepeopletendtoengageinsomelearningmodesmorethaninothers.Hislearningstylestypologyisbasedonacombinationoftheselearningmodesaccordingto2dimensions:1.Abstractconceptualization(thinking,AC)vs.concreteexperience(experiencing,CE)2.ReflectiveObservation(reflecting,RO)vs.activeexperimentation(doing,AE)Thisleadstofourtypesoflearningstylepreference:⑴Diverging:combinespreferencesforexperiencing(CE)andreflecting(RO)⑵Assimilating:combinespreferencesforreflecting(AC)andthinking(RO)⑶Converging:combinespreferencesforthinking(AC)anddoing(AE)⑷Accommodating:combinespreferencesfordoing(AE)andexperiencing(CE)Kolb’slearningstylesdefinitionsanddescriptions:Knowingaperson’s(andyourown)learningstyleenableslearningtobeorientatedaccordingtothepreferredmethod.Thatistosay,everyonerespondstoandneedsthestimulusofalltypesoflearningstylestooneextentoranother-it"samatterofusingemphasisthatfitsbestwiththegivensituationandaperson"slearningstylepreferences.HerearebriefdescriptionsofthefourKolblearningstyles:24 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching(1)Diverging(feelingandwatching-CE/RO)-Thesepeopleareabletolookatthingsfromdifferentperspectives.Theyaresensitive.Theyprefertowatchratherthando,tendingtogatherinformationanduseimaginationtosolveproblems.Theyarebestatviewingconcretesituationsseveraldifferentviewpoints.Kolbcalledthisstyle"Diverging"becausethesepeopleperformbetterinsituationsthatrequireideas-generation,forexample,brainstorming.PeoplewithaDiverginglearningstylehavebroadculturalinterestsandliketogatherinformation.Theyareinterestedinpeople,tendtobeimaginativeandemotional,andtendtobestronginthearts.PeoplewiththeDivergingstyleprefertoworkingroups,tolistenwithanopenmindandtoreceivepersonalfeedback.(2)Assimilating(watchingandthinking-AC/RO)-TheAssimilatinglearningpreferenceisforaconcise,logicalapproach.Ideasandconceptsaremoreimportantthanpeople.Thesepeoplerequiregoodclearexplanationratherthanpracticalopportunity.Theyexcelatunderstandingwide-ranginginformationandorganizingitaclearlogicalformat.Peoplewithanassimilatinglearningstylearelessfocusedonpeopleandmoreinterestedinideasandabstractconcepts.Peoplewiththisstylearemoreattractedtologicallysoundtheoriesthanapproachesbasedonpracticalvalue.Theselearningstylespeopleareimportantforeffectivenessininformationandsciencecareers.Informallearningsituations,peoplewiththisstylepreferreadings,lectures,exploringanalyticalmodels,andhavingtimetothinkthingsthrough.(3)Converging(doingandthinking-AC/AE)-PeoplewithaConverginglearningstylecansolveproblemsandwillusetheirlearningtofindsolutionstopracticalissues.Theyprefertechnicaltasks,andarelessconcernedwithpeopleandinterpersonalaspects.Peoplewithaconverginglearningstylearebestatfindingpracticalusesforideasandtheories.Theycansolveproblemsandmakedecisionsbyfindingsolutionstoquestionsandproblems.Peoplewithaconverginglearningstylearemoreattractedtotechnicaltasksandproblemsthansocialorinterpersonalissues.AConverginglearningstyleenablesspecialistandtechnologyabilities.PeoplewithaConvergingstyleliketoexperimentwithnewideas,tosimulate,andtoworkwithpracticalapplications.(4)Accommodating(doingandfeeling-CE/AE)-TheAccommodatinglearningstyleis"hands-on",andreliesonintuitionratherthanlogic.Thesepeopleuseotherpeople"sanalysis,andprefertotakeapractical,experientialapproach.Theyareattractedtonewchallengesandexperiences,andtocarryingoutplans.They25 青海师范大学硕士学位论文commonlyacton"gut"instinctratherthanlogicalanalysis.Peoplewithanaccommodatinglearningstylewilltendtorelyonothersforinformationthancarryouttheirownanalysis.Thislearningstyleisprevalentandusefulinrolesrequiringactionandinitiative.Peoplewithanaccommodatinglearningstyleprefertoworkinteamstocompletetasks.Theysettargetsandactivelyworkinthefieldtryingdifferentwaystoachieveanobjective.3.TheClassificationofLearningStyleDunnidentified21typesoflearningstylesin1975fromthequestionnairesofmiddleschool,andestablished“TheLearningStyleInventory”.Thetheoryoflearningstylemainlyincludessensorylearningstylesandcognitiveinformation-processingstyles.1.Individualslearnbetterwhentheyreceiveinformationintheirpreferredlearningstyle,whetherauditory,visualorkinesthetic.Learningstylescanoccurindependentlyorincombination,changingovertime,andbecomingintegratedwithage.VisualKinestheticAuditoryPictureGesturesListeningShapeBodyMovementRhythmsSculptureobjectManipulationTonePaintingsPositioningChantsAccordingtosensorylearningstyles,learnershavethreebasiclearningstyles:(1)visuallearningstyle;learnerscangetgoodlearningeffectbylookingatthewordsonthebook,blackboard,andscreen,andcanbetterunderstandandmemorizeinformationbyreading.Visuallearningmodeasthemainmodeoflearners’perception,theyaregoodatfastbrowsingstudymaterials.(2)Auditorystyle;Learnerscangetgoodlearningoutcomethroughlisteningtotextmaterials,ororalinterpretation.Whenlearningnewmaterial,theygetusedtoreadingaloudorreadsilentlyinthereadingprocess,onlyinthiswaycantheybetterstorageofinformation.Auditorylearnersaregoodatspeechandtheiroralexpressionabilityisstrong,theyoftenbenefitfromlisteningtothetape,lecturesandclassdiscussions.(3)Tactile(Kinesthetic)style;Kinestheticlearningmode,throughthehands-onandpersonallyexperiencetoachievethebestlearningeffect,kinestheticlearningmodeincludestwo26 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingsub-modes,oneisexperiencekinestheticlearningstyle,theotherispracticekinestheticlearningstyle,kinestheticlearnershaveastrongsenseofmovementandbalance,theyaregoodatparticipatinginclassroomactivitiesandrole-play.2.Accordingtothestudyofcognitivestyle,theresearchersdivideintodifferenttypesoflearningstylesaccordingtotheelementsthatconstitutethecognitivestyle:(1)Onthebasisofperceptualelements,theyclassifylearningstylesintofieldindependenceandfielddependence:①FieldDependence:theindividualsareconsideredtohaveamoresocialorientationthanfieldindependentpersonssincetheyaremorelikelytomakeuseofexternallydevelopedsocialframeworks.Theytendtoseekoutexternalreferentsforprocessingandstructuringtheirinformation,arebetteratlearningmaterialwithhumancontent,aremorereadilyinfluencedbytheopinionsofothers,andareaffectedbytheapprovalordisapprovalofauthorityfigures(Witkinetal,1977).②FieldIndependence:theindividualstendtoexhibitmoreindividualisticbehaviorssincetheyarenotinneedofexternalreferentstoaideintheprocessingofinformation.Theyaremorecapableofdevelopingtheirowninternalreferentsandrestructuringtheirknowledge,arebetteratlearningimpersonalabstractmaterial,arenoteasilyinfluencedbyothers,andarenotoverlyaffectedbytheapprovalordisapprovalofsuperiors(Witkinetal,1977)(2)Onthebasisofthinkingelementintoanalyticandglobalstyles.Analysisandsynthesisaretwodifferentwaysofthinking,analysisreferstolearnersdividetheconcepts,ideas,orthemeswhichhavebeeninhismindintoseveralparts;Synthesismeansthatwhenfacingsomething,learnerswilltakeitasawhole.Analyticlearnerspaymuchattentiontodetail,andgoodatlogicanalysisandcomparison,whilegloballearnersgoodatcommunication,andliketounderstandthegeneralideaofsomethingandguessingmeaningeventhoughtheydon’tknowallthewordsandconcepts.(3)Onthebasisofsolvingproblems,classifyintoreflectiveandimpulsivestyles.Reflectivelearnerstendtothinkcarefullyfromsocialsituationanddifferentanglesbeforegivingopinions;Impulsivelearnersusuallyactquicklyandmakechoiceshastily,finallygivinganswersaccordingtoownperception.(4)Onthebasisofemotionandpersonalityfactors,classifyintointrovertedandextrovertedstyles.Introvertedlearnerscangetagoodtimealonetolearnabouttheideasandconceptsoflearning,theygetalongwiththeirinnerworldstrongthanalongwiththeoutsideworld,andcanmaintainagoodfocusstate;Extrovertedlearnerscan27 青海师范大学硕士学位论文achieveeffectivelearningachievementthroughspecificexperience,interactionwithothers,andactivelyparticipatingactivities.2.8.3TheoryofLearningPyramidConeoflearningwasfirstproposedbyAmericanscholar,EdgarDalein1946,whichisalsocalled“experiencepyramid”(TengWei,2012).Afterthelaunchofthistheory,manyeducationalinstitutionsintheUnitedStatessoonadoptedthisadvancedtheory,andbegantocomprehensivelyutilizethelearningpyramidmethod.NationalTrainingLaboratories,Mainehavedonelargeamountofresearches,theconclusionissimilartoDale,justreversethepositionoflectureandreading.Thefollowingdiagramislearningpyramid,itillustrateswhichstrategiesaremosteffective:Thelearningpyramidclearlyillustratesthatactiveparticipationinthelearningprocessresultsinmoreeffectiveconsolidationandretentionoflearning.Aneffectiveteacherwilldesignlessonsandactivitieswiththisinformationinmind,andensure28 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingstudentsareactivelyengagedinthelearningprocess.Tosummarizethenumbers(whichsometimesgetciteddifferently)learnersretainapproximately:①90%ofwhattheylearnwhentheyteachsomeoneelseoruseimmediately;②75%ofwhattheylearnwhentheypracticewhattheylearned;③50%ofwhattheylearnwhenengageinagroupdiscussion;④30%ofwhattheylearnwhentheyseeademonstration;⑤20%ofwhattheylearnfromaudio-visual;⑥10%ofwhattheylearnwhenthey"velearnedfromreading;⑦5%ofwhattheylearnwhenthey"velearnedfromlecture;Bythegraphwecaneasilydrawtheconclusionthatusingdifferentlearningmethods,thelearningeffectwillbesignificantdifferently.Activelearningismoreefficientthanpassivelearning.“Lecture”isthemostinefficientwayoflearning,“Teachingothers”isthemostefficientwayoflearning;“Practice”istheefficiencyofsecondhighlearningmethod.Accordingtothistheory,intheactualteachingprocess,teachersshouldchoosedifferentteachingmethodsaccordingtodifferentteachingcontentsandguidestudentslearnactively,andachievethemaximumoutcome.2.8.4ConstructivismInformationprocessingapproachesplacelittleornoemphasisuponthewaysinwhichindividualsseektobringasenseofpersonalmeaningtotheirworks.Inordertounderstandthiskindofcognitiveapproachweneedtolooktowardstheconstructivistmovement.JeanPiagetisthefirstleadingfigureincognitivedevelopmentpsychology;Piagetemphasizestheconstructivenatureoflearningprocess.Constructivismpointsoutthatknowledgecannotbeacquiredfromteachers’explanation;however,itisacquiredbyconstructingmeaningusethenecessarymaterialunderacertaintext,whichmeanssocialculturalbackground,others,includingthehelpofparents,teachersandpartnersinthisprocess.Therefore,constructivismconsiderscontext,cooperation,conversationandconstructingmeantobethecriticalfourfactorsoflearningenvironment.Contextsreferstothesituationshouldbesomethingrelatedtothereallife,orexperienceofstudents,whichiseasyforstudentstoconstruct,inotherword,teachingdesignshouldtakeboththeteachingpurposeandthecontextwhicharefamiliartothestudentsintoconsideration,and29 青海师范大学硕士学位论文creationofcontextisthekeyintheteachingdesign.Constructivismliesatthecoreofourpedagogicalapproachmodel,teachers’constructionsoflearningandlearnersneedtobemadeexplicit.Piaget’stheoryofconstructivismarguesthatitisexperiencespeoplehavethatproduceknowledgeandformmeaning.Histheorycoveredawiderangeoflearningtheoriesandteachingapproaches.Accommodationandassimilationaretwoofthepivotalcomponentsthatcreatetheconstructionofanindividual’snewknowledge.TheconstructivismtheoryofPiaget’shasagreatinfluenceonteachers’rolesinclass,theteacheractsasnotmerelyateacherbutalsoaconsultant,acoachandamentor.AsafollowertoPiaget’sconstructivism,Vygotskysuggeststhatinternalizationofsocialactivityproducesknowledge.ThekeycomponentofVygotsky’stheoryofconstructivismismediation,whichmeanspeopleinterjectitemsbetweentheirenvironmentandthemselvesonpurposetomodifyitandgetspecificbenefits.Vygotskystressesthesocialityoflanguagelearningandtheimportantrolesoftheteacherandpartnersinvolvedintheindividuallearning.Hethinksthattheacquisitionoftheculturalknowledgeistheoutcomeoftheinteractionbetweenpeople,andthenitturnsintotheindividualknowledge.2.8.5HumanismHumanisticpsychologyoriginatedintheUnitedStatesinthe1950sand1960s.Theyareagainstthetendencybehaviorismandadvocatehumannature,characteristics,inneremotions,responsibility,potentialintelligenceandallaspectsofexperience.Asoneoftherepresentativesofhumanistictheory,Rogersadvocatedlearner-centeredteaching,heheldtheviewthatthefocalpointofstudyonpromotingthecontinuousdevelopmentofthelearningprocess,andcreatingakindoflearningatmosphereofmutualunderstanding,teachersshouldteachlearnershowtocontrolthelearningprocess,andlearntoshareintheresponsibilityofthelearningprocess,inthiswaylearnerswilllearnmoreandfurther.Therefore,foreignlanguageteachersshouldbreakthetraditionalteachingmodel,actingasthementorandmonitor,ratherthanmerelytheimparterofknowledge.Theteachingideaofdemocracy,equalityhasthefollowingmainadvantages:(a)toenhancestudents’initiatives(2)reducethelevelofanxiety(3)enhanceself-confidenceandlearningmotivation(4)thecultivationofcross-culturalawareness.Humanismprovidesanadditionaldimensionforflippedclassroommodelanditfocusesonthedevelopmentofthewholeperson,whichplacestheindividual’s30 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingthought,feelingsandemotionsattheforefrontofallhumandevelopment.Thehumanisticapproachadvocatesself-encouragement,self-modulation,emotionaleducation,authenticevaluation,cooperationandopenclassesandschools.Basedonthistheory,teachersshouldbesensitivetolearners’feelingsandemotion,teachingmethodsshouldbestudentcenteredandshouldactivatethestudents’involvementinlearningandinthewaylearningtakeplace.Besides,teachersshouldminimizecriticismandleadstudentstoself-initiationandself-evaluation.Teachers,therefore,actonlyasfacilitatorsandpromotersforlearning.2.9TheCurrentSituationofEnglishGrammarTeachingEnglishgrammarteachinghasalwaysbeenafocusforlanguageresearchers;eachscholarhashisownuniqueideas.Ononehand,indeed,theseoriginalideasenrichthetheoryofgrammarteaching,ontheotherhand,itputsusintoamisunderstandingoflanguagelearningandteaching.Traditionalgrammarclassisbasedonteacher-centeredway,andstudents’maintaskistotakenotes,veryfewofthemwillactivelyparticipateintheclassroomactivities.Thereasonisthatconventionalgrammarteachingemphasizestoomuchongrammarandignoresthecomplexityoftheenvironmentandhumancreativity.Theresultwillcausemoststudentsloseinterestinlearninggrammar;graduallytheirEnglishlearninginitiativehasweakened.NowadayssomestudentsareforcedtolearnEnglishforacademicpressure.Inourcountry,classisthemostbasicteachingunits.Therearemanystudentsbutonlyoneteacher,what’sworse,ourlanguageenvironment,unabletoprovideawiderangeofEnglishcommunicativeatmosphereforstudents.Therefore,studentslearnEnglishmainlythroughschooltimeandtheyonlyspeakEnglishinclass.Thecontradictionbetweenstudentsinthepracticalapplicationoftheneedstodevelopoflanguageskillsandcurrentteachingenvironmentbecamedeepeninganddeepeninggradually.Facedwiththeseproblems,weshoulddevelopnewcurriculum,itisurgentforstudentstohavemoretimetousetherules,obtainlanguageskillsandcultivatenewlanguagehabits.31 青海师范大学硕士学位论文Chapter3ResearchMethodologyInthischapteranempiricalresearchwasimplementedtoprovetheapplicationofflippedclassroomteachingmodelinjuniorhighschoolEnglishGrammarteaching.Twoclassesingradeeightwereinvolvedintheresearch.Inordertomaketheresearchaspracticalandpersuasiveaspossible,avarietyofinstrumentswereemployedtogetaccuratestatistics.Thischapterfirstpresentstheresearchquestionsofthepaperandsomedetailedinformationaboutparticipants,instrumentsandproceduresinthisstudy.3.1ResearchQuestionsEnglishisarequiredsubjectnomatterinthejuniororseniorhighschool,anditisalsooneofthemostimportantcourses,accountingforalargerproportioninseniorhighschoolentranceexamination.Atthesametime,grammaristhroughoutthevariousstagesintheprocessofEnglishlearningandteaching.Therefore,masteringgrammaristhekeytolearnEnglishwell.ButinthecurrentEnglishteachingandlearning,teachersoftenthinkthattheirstudentscannotmasterEnglishgrammarverywell,thestudentsalsoconsumethatlearningEnglishgrammarisextremelydifficult.Atpresent,flippedclassroommodelhasbecomethehottopicintheglobaleducation,whichisapopularandfashionableteachingmodelbasedonConstructivismtheory.Thisnewteachingmodelinforeignisgraduallybecomingmatureandgrowingpopularityinforeigncountriesandsomedomesticschools.Inthispaper,theauthortriestoapplytheflippedclassroommodeltoEnglishGrammarteachingofjuniorhighschoolanddiscussedthefollowingquestions.1.WhatisthecurrentsituationofEnglishGrammarteachinginJuniorhighschool?2.TowhatextentcanFlippedClassroomModelimprovestudents’Englishachievementsandgrammargrades?3.Whataretheteachersandstudents’attitudestowardsflippedclassroommodel?3.2TheExperimentBackgroundandResearchSubjects3.2.1TheBriefIntroductiontotheExperimentSchool32 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingNo.3MiddleSchoolaffiliatedtoQinghaiNormalUniversitylocatedinDatongcityofXiningprovince,whichwasfoundedin1985,theschoolisoneofthefirststandardizedschoolsinXining,coversanareaof65acres,whichincludesprimaryschool,middleschoolandhighschoolcampus,studentdormitory,studentcanteen,chemicallaboratoryandcomputerlab.Theschoolattachesgreatimportancetotheconstructionofmoderninformationtechnology,eachclassroomisequippedwithmulti-mediateachingfacilitiesinordertoprovideagoodlearningenvironmentforstudents,sofar,thereare120teachersandmorethan1400students,35teachingclasses.3.2.2Researchsubjects:ThestudychosetwoparallelclassesinGradeeightinNO.3middleschoolaffiliatedtoQinghaiNormalUniversityasexperimentalsubjects.SinceapartofstudentsinDatongareTibetannationality,somestudentsarefromruraltown,theydon’tstudyEnglishuntilinjuniorhighschool,sotheirEnglishlevelisnotveryhigh.Theanalysisonthepre-testofEnglishachievementandgrammarshowsthatthesetwoclasseswerealmostatthesimilarlevel.Theauthortookclasstwoascontrolledclass,studentsinthisclasswastaughtbytraditionalteachingwayinEnglishgrammarteaching.ClassOneasexperimentalclass,theteacherusedflippedclassroommodelinEnglishGrammarinthisclass.Noneofthemknewthattheywereinthestudytoavoidthreaccuracyoftheexperiment.Thefollowingchartisaboutthebackgroundofresearchsubjects:TwoclassesinGrade8,oneisexperimentgroup(EG),theotheriscontrolgroup(CG).ClassNumberFemaleMaleClass1522725(EG)Class2533023(CG)AverageTimeofLearningFiveyearsEnglish3.3ResearchInstruments:Inthisstudy,theauthorchosequestionnaire,test,interview,SPSSSoftwareand33 青海师范大学硕士学位论文computerasresearchinstruments.3.3.1QuestionnaireBeforetheexperiment,theauthordistributedthequestionnairestoallthestudentsinthesetwoclasses.TheauthordesignedthequestionnaireaccordingtoHeLirong(2012),LiuYanni(2013)andsomerelevantquestionnaires.ThequestionnaireaboutgrammarisusedtoknowaboutthecurrentsituationofEnglishgrammarlearninginjuniorhighschool.Thetopicsofquestionnairearemainlyaroundstudents’grammarlearningsituation,includinglearninginterest,learningattitude,learningways,andthedegreeofsatisfactiontoteachers’grammarteaching.Thequestionnairesweredistributedtoexperimentalclassandcontrolledclassbytheauthoratthesametime,thestudentswereaskedtodoitindependentlyandwithoutdiscussionintenminutesandtookbackinclass.Buttheteacherdidn’tparticipateinansweringthequestionnaire;shewasonlyresponsiblefordistributingandtakingbackthequestionnaire.Therefore,therearenootherfactorsinterferetheresultofquestionnaire.Theauthorgaveout105questionnairesandretrieved105questionnaires;therefore,therecoveryrateofthequestionnairewasonehundredpercent.3.3.2TestIntheexperiment,allthesubjectswereaskedtodopre-testandpost-test.Thepre-testwasgivenattheverybeginningofthisterminSeptemberofGradeEighttoeachstudentincontrolledclassandexperimentalclass.Andthetestwasorganizedandsupervisedbyschooloffice,whichisintheformofseniorhighschoolentranceexamination;thepaperiscomposedofsevenparts:listeningcomprehension,multiplechoice(mainlyfocusonvocabularyandgrammarstructure),cloze,readingcomprehension,vocabularyandwriting,andthetotalscoreis100.Andthepre-testwasconductedtogettoknowifstudentswereinthesimilarlevelofEnglishproficiencybetweenexperimentalclassandcontrolledclass.Thepost-testwascarriedoutafterfivemonths,whichwassupervisedbybureauofeducationofChengxiDistrictinXiningcity.Thepaperwasasthesameaspre-test,whichwasalsocomposedofsixparts.Finally,statisticsanalysiswereusedforcomparingresultsbetweentwoclassesinordertoconfirmwhetherthescoreofexperimentalwith34 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingflippedclassroommodelingrammarteachingwashigherthanthescoreofcontrolledclasswithtraditionalgrammarteachingsoastoprovethepositiveeffectivenessofflippedclassroommodelinEnglishgrammarteaching.Inaddition,grammartestswerespecificallyconductedtoprovethesecondquestion,atthebeginningofthesemester,pre-testaboutgrammarwastakenintwoclassesinordertofindoutwhethertherewassignificantdifferencesingrammarbetweenexperimentalclassandcontrolledclass,thistestwasdesignedbytheauthor’scolleague,consideringtheauthorlackofteachingexperienceanddesigningtestpaper,sheinvitedanexperiencedteacherinEnglishteachingandresearchgroupwhohadbeenteachingEnglishformorethanfifteenyearsinjuniorhighschool.Thetestwasmadeuptwentymultiplechoices,andthestudentswereaskedtofinishitinthirtyminutes.Attheendofterm,beforethepost–testofEnglishproficiency,thepost-testaboutgrammarwastakeninthosetwoclassessothatmakeacomparisonbetweenexperimentalclassandcontrolledclassintheaspectofgrammar,whichalsoaimstoseewhetherflippedclassroommodelcouldimprovestudents’grammarscoreinexperimentalclass.3.3.3Interview:InterviewisalsooneofthemostimportantinstrumentsintheresearchtogetmorespecificanddetailedinformationabouttheapplicationofflippedclassroommodelinjuniorEnglishgrammarteaching.InterviewswereheldinChinesewithninestudents,includingthreelowones,threetopstudents,andthreemiddleoneswhocamefromtheexperimentalclassafterpost-testinordertoknowabouttheirtruefeelingsandfurthersuggestionsaboutparticipatingintheexperiment,perceptionsoftheeffectivenessofflippedclassroomteachingmodelwhentheyadoptedingrammarclass.Atthesametime,threeteachersinseniorGradeOnewhohavebeenconductingflippedclassroommodelinothersubjects.3.3.4SPSSSoftwareSPSSSoftwareisusedtoanalyzedatainthewholeexperiment.3.4TeachingMaterialandContentofEnglishGrammarTheteachingtextbookusedintheexperimentalschoolis“GoForIt”.The35 青海师范大学硕士学位论文newtargetversionofGradeeightEnglishbookthatwaspublishedbyPeople’sEducationPressandThomsonLearningin2009andhasbeeninuseinallschoolsofQinghaifor6years.Thisbookadoptsthetask-basedlanguageteachingmode,connectingtopics,communicativefunctionsandlanguagestructure,whichformsasuccessivesetofprogressivelearningprocesscloselyrelatedtostudents’dailylife.Eachunitconsistsoffourarts:SectionA,SectionB,SectionC&self-check.ThefollowingchartisthecontentsofGrammar:TopicsStructuresIndefinitepronounsHolidaysandvacationSimplepasttenseofregularandirregularverbsHowoften...?FreetimeactivitiesAdverbsoffrequencyComparativeswith-(i)erandmorePersonaltraitsBothandas...asSuperlativeswith-(i)estandmost;YourtownIrregularcomparisons:good,better,best;bad,worse,worstEntertainmentInfinitivesusedasobjects:todoLifegoalsFuturewithbegoingto,WanttobeFuturewithwillLifeintheFutureQuantitieswithmore,less,fewerImperativesCountable/UncountablenounsCookingHowmuch/manyquestionsAdverbsofsequenceCanforinvitationsInvitationsModalverbmightFirstconditionalif+willDecisionmakingModalverbshould3.5ExperimentPeriodTheexperimentwascarriedfromSeptember,2015toJanuaryin2016,andthewholeexperimentalprocesslastedfivemonths.Theauthortaughttwoclasses,and36 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingoneiscontrolledclass,theotherisexperimentalclass,eachclasshadsixperiodsaweek.Thefollowingchartistheresearcharrangementschedule:EnglishLastingTeachingTeachingSampleComparisonTeacherTimeMaterialTreatmentSeptember,Flipped1.TheresultsofClass16th,2015--Classroompre/post(EG)MissJanuary,2016ModelinTextbook,questionnairesGrammarTeacher’s2.ThescoresofZhangteachingbookTraditionalClass2teachingwayin(CG)6periodsaweekGrammartest3.6ResearchProceduresAtthebeginningofthisterm,inordertoacceleratethepaceofinformationeducation,No.3middleschoolaffiliatedtoQinghaiNormalUniversitymadecooperationwithBeijingNo.4middleschoolremoteeducationcooperationschool.Basedonnetworkeducationplatform,theschooldecidedtoimplementflippedclassroommodelinseniorgradeoneandjuniorgradetwo.Afterthat,theexperimentalschoolheldparents’meetingamongstudentsinthesetwogrades.Beforetheexperiment,(1)theauthorintroducedflippedclassroommodeltostudentsinexperimentalclass,includingtheconcept,thecharacteristicsofflippedclassroommodel,anddifferencesbetweentraditionalgrammarteachingandflippedclassroommodelgrammarteaching;(2)theauthordividedthewholeexperimentalclassinto8groupsandcreateQQplatform;(3)inordertomakestudentswellunderstandthemicro-videoinEnglishteaching,theauthortriedtogivesomeshortvideosiftheyhavecompletedteachingtaskaheadoftimeeachclass;(4)theauthordistributedthequestionnairetocontrolledclassandexperimentalclasstoknowaboutthecurrentsituationofEnglishGrammarteachingamongstudents;(5)theteacherrequiredtheresearchsubjectstodothepre-testpapertoinvestigatetheirEnglishGrammarlevel,sothattheteacherwilltakesomespecificmeasuresinthelatterteachingprocessandimprovetheteachingefficiency;(6)inordertogivestudentssometaskbeforetheclass,theauthordesignedexercisesaccordingtotheteachingcontentofeachunit,afterstudentswatchingtheshortvideointheirextracurricular37 青海师范大学硕士学位论文time,theymustfinishtheexercisebeforetheclass,duringtheclass,theteachercheckedwhetherstudentswatchedthevideoanddidexercisesornotatfirst;(7)ThisstageisthemostimportantprocedureinimplementationofflippedclassroommodelinEnglishGrammarteaching,becausetheeffectofthevideowilldirectlyaffecttheteachingquality.Ofcourse,somevideosaremadebyauthorherself,someofthemaredownloadedfromInternet,whichmaybemadebyexcellentteachersinfamousschools;Duringtheexperiment,theauthorusedtwodifferentteachingwaysaboutEnglishGrammarteachingintwoclassesthroughout15weeks.Aftertheexperiments,bytheendofthisterm,thestudentsintwoclasseswererequiredtoaccomplishthepre-testpaperrespectivelymakesuretheteachermastertheirEnglishachievement.Somesubjectsinexperimentalclassandteacherswereinterviewedtoinvestigatetheirattitudestowardsflippedclassroommodel.Besides,thestudentsintwoclassesweretoldtofinishthepost-testpaperingrammartoseeifflippedclassroommodelismoreeffectivethantraditionalgrammarteaching.Atthesametime,thesubjectsinexperimentalclassandcontrolledclasswereaskedtotakethefinaltermexaminationpaperofEnglishandscoreswerecollectedtoanalyzewhethertheEnglishachievementoftheexperimentalclasswaspromoted.3.7TeachingSamplesIwilltakeUnitthreeasateachingcase,andthegrammarfocusisabouttheadjectives’ComparativesandSuperlatives.BeforeClass(1)makeshortvideo(2)designpreviewingoutlines(3)downloadMP3recordofwordsandtext(4)uploadthevideoandMP3toQQplatformInClass(1)checkstudents’reviewingsituation,andaskthemtomakepresentation(2)repeatimportantlanguagepoints(3)discussdifficultieswithstudentsAfterClassAssignhomeworkBeforetheclass,theteacherwilluploadtheMP3recordofeachUnitandthe38 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingshort–videotoQQplatform,andstudentswillwatchitaheadoftime.(Inclass)T:Classbegins.Goodmorning,everyone.39 青海师范大学硕士学位论文S:Goodmorning,MissZhang.T:Sitdown,please.Yesterdayyouwatchedavideoanddidsomehomework,didn’tyou?First,tellmewhatyouhavelearntinthevideo?S1:Ihavelearnthowtocomparetwothingsormorethanthreethingsinthevideo.S2:Ilearnedhowtouseadjectives’ComparativesandSuperlatives.T:Canyougivemesomeexamples?S1:Yes,forexample,Iamtallerthanmyclassmate,andourmonitoristhetallestinourclass.S2:LiuXiangistall,PanChangjiangisshort.SoLiuXiangistallerthanPanChangjiang.T:Verygood,pleasesitdown.Anddoyoufinishthepreviewexercise(AppendixVI)?S:Yes,ofcourse.T:Goodjob,Iwillcheckyourhomeworkamomentlater,nowpleaselookattheblackboard,whocananswerme?S1:Theblackdogisthinner(thin)thanthewhitedog.S2:Whosebagisheavier(heavy),mineoryours?---Yoursis.S3:Whichcityisthemostbeautiful(beautiful),Beijing,ShanghaiorFuzhou?T:Wonderful,wemustremembertheserules:whenwecomparetwopeopleorthings,weshouldusecomparatives,andweoftenuse“than”asasignalword;ifweneedtocomparethreepeopleorthings,weshouldusesuperlatives,andadd“the”beforesuperlatives.Besides,itisnecessaryforustomasterthepattern“as…as”,itisusedtocomparethesamedegree,forexample,heisashardasme.Areyouclear?S:Yes.T:NowIwillgiveyouasmalltopic,pleasedescribeapersonyoulike,andcomparehis/herappearanceorotherthings,youcandiscusswithyourpartners,andfiveminuteslaterIwillasksomeonetopresentinfrontoftheclass.S:Ok.(DiscussionTime)S1:Ihaveagoodfriend,hernameisWangLin,shehaslongstraighthair,andIhaveshortstraighthair;WangLinlikesreading,butIlikesports.Sheismorepopular40 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingthanmeintheschoolbecauseWangismorehard-workingthanme,andsheisalsomoreoutgoingthanme.ButIamfunnierthanWangLin.S2:MyfriendLindaisquitesimilartome.Wearebothtallandthin.Wearebothquietandserious.Welikereadingtogether.Wearehard-workinginclass,soweoftengetgoodgrades.MyfriendBillisdifferentfromme.She’sfunnierandmoreoutgoingthanme.Shealwaysspeaksloudly.Sheisgoodatsoccer.She’ssmartandshe’sagoodlistener.T:Ok,timeislimited,aftertheclass,youshoulddothefollowingthings:first,memorizethenewwords;second,remembertodownloadrecordMP3tolistenthedialoguesandtext;third,dotheexercise.Thatisallfortoday,thankyou!41 青海师范大学硕士学位论文Chapter4DataAnalysisandDiscussionInthischapter,theauthorwillcarefullyanalyzetheresultsofquestionnaires,testsandinterview.4.1ResultsofQuestionnaireSurveyonSubjectsCurrentSituationofEnglishGrammarbeforeExperimentThequestionnaireincludestenquestions,whichisconductedtogettoknowthecurrentsituationofjuniorhighschoolEnglishgrammar.Table4-1ResultsofquestionnaireonStudents’CurrentSituationofEnglishgrammarinexperimentalclass:ChoiceABCDQuestionQuestion1211327Question273096Question31871017Question4516247Question5415258Question61912138Question7293911Question8471724Question97102312Question10410326Accordingtotable4-1,intheexperimentalclass,Wecaneasilyfindthefollowingresults:①mostofstudentsdon"tlikelearningEnglish,only2studentslikeit;②whenaskedwhydotheylearnEnglish,andtheirmainlearningmotivationistositforthetest;③andmoststudentsthinkitistheirownreasonsleadtothefailureoflearningEnglish,④evenmore,theyoftenhardlycommunicatewiththeirclassmatesintheclass,⑤letalonetheylearnEnglishgrammarinitiatively42 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingaheadoftime.⑥hardlyanhalfofstudentslearnEnglishgrammarthroughmemorizingmechanically.⑦whentheyencounterdifficultiesinthelearningprocess,theyareunwillingtoaskclassmates,teachersandparents;⑧moststudentsneverlookforopportunitiestolearnEnglish⑨andthevastmajorityofthemarenotsatisfiedwiththewayofgrammarteaching.Table4-2ResultsofquestionnaireonStudents’CurrentSituationofEnglishGrammarincontrolledclass:ABCDQuestion13152411Question2925415Question31281221Question43101822Question51161521Question6132749Question71911221Question85101127Question92141522Question10111422643 青海师范大学硕士学位论文Table4-2isabouttheresultsofquestionnaireincontrolledclass,whichindicatesthesamesituationexistinstudents’grammarlearningprocess,formoststudents,theirmainmotivationtolearnEnglishistotakeallkindsofexams;andtheyarelessinterestedinlearningEnglishgrammar.4.2ResultsofTestsBeforetheexperiment,thesubjectswereaskedtotesttheirgrammar,thepapercontainstwentymultiplechoices,thetotalscoreis20,andtheaveragescoreoftestinexperimentclass(classone)is10.21;theaveragescoreoftestincontrolledclass(classtwo)is10.19.Table4-3GroupStatisticsofPre-testGrammarScoreStd.Std.ErrorclassNMeanDeviationMeanEG5210.214.331.601Pre-testscoreCG5310.193.793.521EG:ExperimentalGroupCG:ControlledGroupN:NumberofParticipantsIndependentSamplesTestforPre-testGrammarScoreLevene’sTestforEqualityofT-testforEqualityofMeansVariancesSigMeanStd.ErrorFSig.tdfUpperBelow(two-tailed)DifferenceDifferencelimitlimitEnglish2.537.114.029103.977.023.794-1.5521.598Score.029100.705.977.023.795-1.5541.600Thecontentoftable4-3showsthatbeforetheexperiment,theaveragescoreofgrammarissimilarbetweentwoclasses.Moreover,therearenosignificantdifferencesbetweenStd.Deviation;theStd.Deviationofexperimentclassis4.331,theStd.Deviationofcontrolledclassis3.793.Whatismore,thevalueofSig.isabove0.05,that’stosay,twoclassesarealmostsimilarinEnglishGrammarcompetenceatthebeginningoftheexperiment.44 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingTable4-4GroupStatisticsofTotalPost-testGrammarScoreStd.Std.ErrorClassNMeanDeviationMeanEG5211.883.993.554Post-testScoreCG5311.063.549.487IndependentSamplesTestforPost-testGrammarScoreLevene’sTestforT-testforEqualityofMeansEqualityofVariancesMeanStd.ErrorFSig.tdfSig.DifferenceDifference1.874.1741.124103.035.828.7371.122101.113.036.828.738Fromthetable4-4,itcanbefoundclearlythatattheendoftheexperiment,theaveragescoreofthetestinexperimentclassis11.88;theaveragescoreofthetestincontrolledclassis11.06;bothoftwoclassesmadeprogressinGrammar,buttheexperimentalclassmadegreaterprogressthancontrolledclass.Table4-5GroupStatisticsofTotalPre-testScoreStd.ClassNMeanStd.ErrorMeanDeviationEG5265.8118.0742.506Pre-testScoreCG5367.8321.7942.994IndependentSamplesTestforPost-testScoreLevene’sTestforEqualityofVariancesSig.tdfsig.MeanDifferenceStd.ErrorMeanPre-testEnglishProficiency.1745.852.017-.517103.606Table4-5showstheresultsofpre-testofEnglishproficiency,wecandrawtheconclusionthattheaveragescoreofexperimentalclassis65.81;theaveragescoreofcontrolledclassis67.83;andthevalueofSig.isabove0.05,that’stosay,twoclassesarealmostsimilarinEnglishproficiencyatthebeginningoftheexperimentinthe45 青海师范大学硕士学位论文middleexam.Table4-6GroupStatisticsofTotalPost-testScoreStd.ClassNMeanStd.ErrorMeanDeviationEG5270.769216.559602.29640Final-examScoreCG5367.641519.963522.74220Levene’sTestforEqualityofVariancesMeanSig.DifferenStd.ErrorFSig.tdfceMeanAboveBelowFinal1.038.311.873103.0233.127723.58311-3.9785310.23397Exam.874100.242.0223.127723.57675-3.9682410.22368ScoreTable4-6showtheresultsoffinalexam,theaveragescoreofexperimentalclassis70.76,theaveragescoreofcontrolledclassis67.64,andthevalueofSig.isbelow0.05,that’stosay,whichindicatesthattherearesignificantdifferencesbetweentwoclassesinEnglishproficiencyattheendoftheexperimentinthefinalexam.4.3ResultsofInterview：AttheendoftheapplicationofflippedclassroommodelinEnglishGrammarteaching,theauthorusedinformalinterviewsintheresearchtogettimelyfeedback.Theinterviewwasheldinstudents’freetimeafterclassorbreaksbetweentwoclassesandtheatmospherewascomfortableandrelaxedintheformofchattinganddialoguechosetoelicitmoredetailedinformation.Thefollowingarethematerialsoftheinterview:Question1:DoyouagreewiththeideathatEnglishclassshouldbestudent-centeredinsteadofteacher-centered?Student1:“Yes,Ido.IthinktheatmosphereinEnglishclassnowisdifferentfromwhatwehadinthepast.Ioftenfeelboringatteacher-centeredclass,sometimesitmakesmesleep.”46 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingStudent2:“Certainly,nowinEnglishclass,Ihavemorethingstodo,whenIhavedifficulty,Iwilldiscusswithmyclassmatesorasktheteacher.”Student3:“Ilikethisteachingatmosphere,westudentshavemorechancetocommunicateandexpressourselves.”Question2:Doyoulikethewaytolearngrammarbywatchingvideobeforeclass?Student4:“Yes,IthinkwhenIwatchtheseshortvideositwillmakeadeepimpressiononmymindaboutaspecificgrammarpoint.”Student5:“Ourteacheralwaysasksustopreviewthewordsandtextsbeforetheclass,butIhardlyputitintopracticeinthepast,nowIgraduallybecomeinterestedinEnglish.Afterwatchingthevideo,Iwillfinishtheexerciseinitiatively.What’smore,IamwillingtolearnEnglishspontaneously.”Student6:“NowinEnglishclass,Ifeelrelaxed;becauseIamnotjustlisteningtotheteacher,IalsocouldsharemyoriginalideathatIlearnedfromthevideo.”Question3:WhataretheadvantagesofflippedclassroommodelinlearningEnglish?HaveyoufoundanyproblemsintheprocessofapplicationflippedclassroommodelinEnglishgrammarteaching?Student7:“Theclassroomactivityisveryinteresting;wecanwatchtheshortvideoformanytimesinourfreetime,andwecandiscusssomedifficultproblemsthroughQQplatformoraskourteachers.Thesuggestionisthatyoucangiveusmoretimetodiscussandshareourideas.”Student8:“Ontheonehand,theinteractionbetweenteacherandstudentsenhancedsignificantly;Ontheotherhand,weusedavarietyofsenses,andourlearningefficiencyhasbeenimproved.”Student9:“Therestillexistsomeproblemsintheprocessofteaching.First,Ihopethatyoucangiveusmoreeducationalvideosafterclass.”Thecontentsofinterviewindicatedthatstudentsperceptionandattitudestowardstheflippedclassroommodel.First,moststudentsexpressedtheirinitiativetolearnEnglish;Second,theylikethisteachingatmosphereandflexibleteachingway,andtheyarealsowillingtodiscussandsharetheirideaswiththeirclassmatesandteachers.Allaboveevidenceshowedthatsomestudents’learningenthusiasmandEnglishproficiencyhaveimprovedtosomeextent.Atthesametime,theauthoralsointerviewedthreeteachers:Teacher1:YangWenboisayoungexperiencedteacherwhohasbeenteaching47 青海师范大学硕士学位论文EnglishforeightyearsinNo.3MiddleschoolaffiliatedtoQinghaiNormalUniversity.“AsfarasIamconcerned,Ithinkweliveintheeraofinformationmodernization,weshouldstronglyadvocatethisteachingmodel.Itnotonlycontributestorealizingthechangeofstudentrole,butalsohelpfultostudentstoimprovestudents’learninginitiative;thewaytoevaluatestudents’studyinghasvaried,weoftenassessastudentmainlythroughmiddleandfinalexamination,butnowwecanrefertheirlearninginitiativebeforeclass,thedegreeofparticipatinginclass,andexerciseafterclass.However,westillhavealotofworktodo,first,itposeshugechallengetoteachers,becauseteachersneedtodoshortvideos.”Teacher2:WangChao,aChineseteacher.“Ithinkthatflippedclassroomindeedisaninnovationoftraditionalteachingmode,whichprovidesmorelearningchannelsforstudents.However,flippedclassroomhasyettobefurtherdevelopment,suchasInternetenvironmentandimprovethequalityofmakingmicro-video.”Teacher3:WuBing,acomputerprofessionalteacher.Inmypointofview,flippedclassroomimprovestheteachingefficiencyforteachers,toavoidwastingoftimeandenergybyrepeatingonthesameknowledge.IfstudentswanttoreviewtheknowledgehowtooperateExcel,theycanwatchtheshortvideoformanytimestoimitateit.What’more,moststudentslikewatchingthemeaningfulvideos,whichwillcontributetoconsolidatingtherelationshipbetweenteachersandstudents.Anyway,westillhavealongwaytogo,teachersneedtobecarefullypolishtheteachingdesignandenrichtheteachingcontent.48 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingChapter5ConclusionThelastchapteristheconclusionofthedissertation,whichincludesthemajorfindingsoftheresearch,someimplicationsforEnglishteaching,limitationsandsomesuggestionsforfuturestudy.5.1MainFindingsTheresultsofone-termexperimentandrelevantinvestigationhavecompletedbytheauthor,whichinadequatelyprovedthatflippedclassroommodelhaspositiveeffectonstudents’EnglishachievementsandtheefficiencyofEnglishgrammarteachinginjuniorhighschool.ComparedwithtraditionalEnglishgrammarteachingmethod,ontheonehand,flippedclassroomprovideswithconditionsforstudents’motivationtolearn,ontheotherhand,itraisesstudents’interesttolearnEnglish.However,asweallknown,everycoinhasitstwosides,althoughflippedclassroommodelhasplentifulmerits,italsohassomenegativefeatures.Forexample,whenpreparingforEnglishclasses,ittakesteachersalotoftimetocollectusefulinformationaboutmakingshortvideosandcreatecourseware,andteachers’skillsininformationtechnologywillbehighlydemanded.NotallEnglishteachersareexpertsinthisfieldsuchascomputerhardwareorsoftwareproblems.Nevertheless,wehaveenoughreasonstopredictthattheInternetwillhavealongwaytogetintothelanguageteachingclassroom,anditwillbeamoreapproachableandappealingmediumaslongasweemployitappropriately.Thepurposeoftheexperimentistoprovetheflippedclassroomteachingmodelisbetterthantheconventionalmodel;andwhetherflippedclassroommodelishelpfultoimprovestudents’abilityingrammar,activatestudents’learninginitiativeandinterestornot.Thefollowingisthemainreaearchfindings.(1)Students’grammarlevelhasimprovedsignificantly.Accordingtotheanalysisofgrammarscorebetweenexperimentalclassandcontrolledclass,wecanfindthatstudentsinexperimentalhavemademoreprogress.Intheprocessofimplementingflippedclassroom,studentsinexperimentalclassactivelyparticipateinlearningactivitiesundertheguidanceofteachersandstudentsareinthedominationinthewholeteachingprocess.Therefore,comparedwiththetraditionalteachingmodel,49 青海师范大学硕士学位论文flippedclassroommodelismoreconductivetoimprovestudents’grammarlevelandperformanceandimprovetheefficiencyofgrammarteaching.(2)Students’initiativeandinteresthasenhanced.Beforeandaftertheexperiment,byanalysizingandobservingstudents’behavior,theauthorfindsthattheparticipantsholdamorepositiveattitudeaboutEnglish.(3)Students’satisfactioninteachinggreatlyincreased.Beforetheexperiment,theauthormadequestionnaires,andmajorityofstudentsarenotsatisfiedwiththeirteachers’grammarteaching.However,afterexperiment,intheprocessofinterviewmoststudentsturnedtheirattitude,andthisindicatesflippedclassroomhasbeenrecognizedandappreciatedbymoststudents.Ofcourse,thereisasmallpartofstudentsarenotsatisfiedwiththiskindofteachingmethod.Sothefuturestudyneedstodesigntheexperimentmoredetailedinordertomakemorestudentsreceiveandlikethisteachingmodel.Inaword,withthedevelopmentofsocietyandinformationtechnology,thisneedstheinnovationofEnglisheducation.Themiddleschoolteachersshouldmakefulluseofmulti-mediatoactivatetheclassroomatmosphereandgiveadeepimpressiontolanguagepointsandgrammarteaching.Andthenstudentscouldfinishtheirtaskinrelaxedcircumstance.5.2Limitations(1)Althoughtheresearchisanempiricalstudy,theauthormadehergreateffortstocarryitout,inevitably,thereexistmanylimitationsanddeficiencies.First,theresearchsubjectschosefromtwoclassesinthesamegrade,andthequantityofthemisrelativelynotlargeenough;only105participantsareinvolvedintheexperiment,therefore,studentsinexperimentalclassandcontrolledclassdon’trepresentallthestudentsingradeeight.(2)Somequestionsinthequestionnairearedesignedbytheauthorherself,soitmaybenotexactlyreflectthecurrentsituationofEnglishGrammarlearning.(3)Theexperimentperiodislimited,becausetheauthoronlyhadonesemestertotaketeachingpracticeinQinghaiNormalUniversityNo.3middleschool.Whatismore,somestudentsinexperimentalclassdon’tadoptthisnewteachingmodel,sotheimprovementofthosestudents’Englishproficiencyisnotobvious.(4)ItisdifficulttofindEnglishreferencematerialsthatarerelatedtothestudy,50 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingwhichmeansthebulkoftranslations,shouldbedonewhilethethesisiscomposed.Astheauthorhaslimitationstodoallthetranslationscorrectlyandidiomaticallysosomelanguageconversionproblemsmayoccur.(5)Therearesomedifficultiestomakevideosofmicro-classinlargequantities.Becauseofthelimitationofconditionandtime,theauthorjustusesacomputerandPPTtorecordtheshortvideo.(6)TheschoolwheretheexperimentisheldinDatongcity,therearesomeminorities’people,suchastheHuinationalityandtheTibetannationality.Therefore,theirEnglishlevelsdon’trepresentallthestudentsingradeeight.(7)Theauthordoesn’tunderstandwellthetheoryofflippedclassroomteachingmodel.Second,thelearningmaterialsofpre-classpreparationarenotinadequate.Third,theevaluationsystemofflippedclassroomteachingisimperfect.(8)Inourcountry,mostofmiddleschoolstudentsandtheirparentshavemisunderstandingaboutlearningthroughcomputer.Intheireyes,computerisusedforplayingcomputergamesandseeingfilms.Therefore,somestudentsarenotallowedtousecomputer,letalonetolearnknowledgethroughcomputer.5.3SomesuggestionsforfurtherresearchDuetothelimitationsinthepresentresearch,theauthorlistedsomesuggestionsforfurtherresearch.First,furtherstudycanincreasemoreexperimentalsubjectsandchoosestudentsindifferentgradesandthequestionnairesshouldbedistributedtomoreteachers,students,andparentsifconditionisallowed,inordertogetaccurateandrepresentativeinformation.Second,theexperimentperiodshouldlastlonger,morethanonesemester.Throughthisway,ontheonehand,itishelpfulforustocollectreliabledata;ontheotherhand,itcontributestoimprovingtheeffectivenessofflippedclassroommodelinjuniorhighschoolEnglishgrammar.Third,thefutureresearchshouldusescreenshotsoftwaretomaketheshort–video.Fourth,furtherstudyshouldputmoreeffortondatacollectionandanalysis.Fifth,inthefuturestudy,hardwarefacilitiesneedstobeimproved,flippedclassroommodelrequiresextremelyhighnetworkplatform,forexample,moodlenetworkplatformthathasrichresources,studentsnotonlycanwatchshrt-video,butalaocanundertakeonlinecommunication,teachersalsocangetstudents’timelyfeedback.Iftheconditionallowed,itisconvenientforteacherstocheckstudents’workatany51 青海师范大学硕士学位论文time.Inthewholeprocessofexperiment,theauthorworkedasaintern,inevitablely,alotofplacesinpaperandexperimentdesignarenotreasonable,theauthorwillcontinuetodofurtherresearchinflippedclassroomassoonasshereallyengagesinteachingjobsinthefuture.52 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TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingAppendicesAppendixI英语语法问卷调查卷亲爱的同学：你们好！这是一份关于语法学习现状的调查问卷，答案没有对错之分，请您根据自己的实际情况填写，本问卷只作研究使用，不涉及隐私，谢谢您的合作！学校：年级：性别：1.你喜欢学习英语语法吗（）A.非常喜欢B.喜欢C.不喜欢D.一点也不喜欢2.你学习英语的主要动力是什么（）A.个人兴趣B.考学需要C.社会就业需要D.家长老师意志3.你认为影响你英语学习兴趣的原因是什么？A.个人原因B.教师原因C.课程内容D.设备环境4.你喜欢在语法课上与老师和同学进行交流讨论吗？A.很喜欢57 青海师范大学硕士学位论文B.喜欢C.不喜欢D.很不喜欢5.你愿意在课前自主学习语法吗?A.很愿意B.愿意C.不愿意D.很不愿意6.你是通过死记硬背来学习语法的吗（）A.完全是B.经常是C.有时是D.不是7.你是靠什么途径获得语法知识（）A.语法课堂B.课后自学C.既靠老师讲解又靠自学D.都不是8.对英语语法学习过程中出现的困难，你会怎么办？（）A.主动请教老师B.请教同学C.自己查找资料D.不请教任何人，不会就不会9.你会主动寻找机会学习英语语法吗（）A.经常B.有时候C.很少D.从不10.你对教师语法教学满意度A.很满意B.满意C.不满意D.非常不满意58 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingAppendixII英语语法水平前测卷第一节：单项选择从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。()1.“_____doyougoshopping?”“Onceaweek.”A.WhattimeB.HowlongC.HowoftenD.Howsoon()2.Here_____intheclassroom.A.isthreewomanteachersB.isthreewomenteachersC.arethreewomanteachersD.arethreewomenteachers()3._____itisraining,_____heisstillworkingoutside.A.Although;butB.Although;/C.But;althoughD./;although()4.Myparentswantme_____milkeveryday.A.todrinkB.drinkC.drinkingD.drank()5.Givememyglasses.Ican_____seethewordsontheblackboard.A.everB.neverC.sometimesD.hardly()6.“_____doyouliveinthatsmalltown?”“Fortenyears.”A.WhattimeB.HowlongC.HowoftenD.Howsoon()7.Theteachersmakethestudents_____alotofhomeworkeveryday.A.doB.todoC.doingD.did()8.I’msorrytokeepyou_____solong.A.waitB.towaitC.waitingD.waited()9._____hoursdoyouexerciseeveryday?A.HowmanyB.HowmuchC.HowoftenD.How()10.We__________sightseeingtomorrow.A.goB.goesC.aregoingD.isgoing()11.Ittakesmealotoftime_________therebybike.59 青海师范大学硕士学位论文A.getB.togetC.getsD.getting()12.Sheisgoingforvacationwhenshefinishes____________hernewbook.A.towriteB.writesC.writingD.Write()13.Canyoutellme________?A.howoldareyouB.what’syournameC.what’stheweatherlikeD.howtheweatheris()14.Thereisn’t_____intoday’snewspaper.A.newsomethingB.somethingnewC.newanythingD.anythingnew()15.Runninginthemorningisgood______your_______.A.for,healthyB.to,healthyC.for,healthD.tohealth()16.Doyouthinkfootballisas____asbasketballinAmerican?A.themostpopularB.morepopularC.popularD.popularer（）17.Areyougoodat?A.swimB.swimmingC.toswimD.swam（）18.Judyastomachache,sosheeatanythingfortwenty-fourhours.A.has;shouldB.have;shouldC.has;shouldn’tD.have;shouldn’t（）19.Myfriendlikessingingandtalkingwithothers.ButIoftenstayathometowatchTV.Somyfriendisthanme.A.seriouserB.moreseriousC.calmerD.moreoutgoing()20.Howabout________withustothemuseum?A.comeB.comesC.comingD.Came60 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingAppendixIII英语语法水平后测卷一.单项选择。1.---_______doesyourmotherwatchtheTalkshow?---Onceaweek.A.HowlongB.HowoftenC.HowsonD.Howmany2.WhentheGreensmovedintothehouselastweek,____wasatsixesandsevens,sotheydidabigcleanings.A.somethingB.everythingC.anythingD.nothing3.TheweatherinGuiyanginsummeris___thanthatinTongren.Theyaredifferent.A.coolB.muchcoolerC.hotD.muchhotter4.Thisschoolisnotexpensive.Andthepriceofitisthe____ofthethree.A.lowestB.biggestC.highestD.smallest5.It’sbadforyoureyes_____computergamestoomuch.A.playsB.toplayC.playD.toplaying6.---Doyouplaycomputergames?---No,_______.Idon’tlikethematall.A.alwaysB.oftenC.usuallyD.never7.Doyoumindmy_____thedoor.It’scoldoutside.A.closeB.closingC.closesD.closedXKb1.Com8.Timmytellsmethatyouhaveread_____ontheInternet.A.somethingamazingB.anythingamazingC.amazedsomethingD.amazedanything9.Mymother____metoreadfor30minuteseverymorning.A.wantsB.makesC.hasD.lets10.Ihope_____ontime.A.hertocomeB.shecancomeC.shecancomesD.hercomes11.---Couldyoutellme______ZhangDaqianMuseum?---Thedayaftertomorrow,Ithink.A.whenwillyouvisitB.whenyouwillvisitB.whenyouwouldvisitD.Whenwouldyouvisit12.Canyoufinish____thebookinaboutaweek?A.readB.readingC.toreadD.reads13.Ofthetwocoats,she‘dliketochoosethe____onetosavemoneyforabook.61 青海师范大学硕士学位论文A.cheapestB.cheaperC.moreexpensiveD.Mostexpensive14.Doyouenjoy____football?Iheartherewillbeafootballmatchtomorrow.A.playingB.playC.playedD.toplaying15.Themeatis_____dearandeating____meatisbadforyourhealth.A.toomuch;muchtooB.toomuch;toomuchB.muchtoo;toomuchD.Muchtoo;muchtoo16.FuntawildAdventureisverypopularand_______touristsvisitityearbyyear.A.moreandmoreB.fewerandfewerC.lessandlessD.moreorless17.Hetries_____Englishwell.Andhepractices_____Englisheveryday.A.tolearn,tospeakB.learning,speakingC.tolearn,speakingD.learning,tospeak18.Thanksfor____metotheparty.A.inviteB.toinviteC.invitingD.invited19.Theboyisvery_____becausehedoesn’tlikeexercise.A.healthB.healthyC.healthilyD.unhealthy.20.---Ilikethedress,butI’m_____Ihaven’tgotenoughmoney.---Don’tworry.Idon’tmind____yousomeifyoulike.A.afraid,lendingB.glad.lendingB.C.afraid,tolendD.glad,tolend62 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingAppendixIV2015-2016学年度青海师范大学附属第三中学九月份月考试卷八年级（上）英语（时间120分钟，总分100分）一、听力（每小题1分,共20分）第一部分听对话，回答问题。本部分共有10道小题，每小题你将听到一段对话,每段对话听两遍。在听每段对话前，你将有5秒钟的时间阅读题目；听完后，你还有5秒钟的时间选出你认为最合适的备选答案。1.What’stheboy’sfavouriteanimal?A.B.C.2.Howdoestheboygotoschool?A.B.C.3.Whatdidtheboyseelastsummer?A.B.63 青海师范大学硕士学位论文C.4.Whatdoestheboywant?A.B.C.5.Whatdoesthegirlwanttodothisweekend?A.Goskiing.B.Gocycling.C.Gohiking.6.Whatdoestheboythinkofthefilm?A.Interesting.B.Boring.C.Exciting.7.What’sthemostimportantfortheboy?A.Beingclever.B.Beinghonest.C.Beinggood-looking.8.Whohasthemostrubbers?A.Jack.B.Nancy.C.Daniel.9.Whatdoesthebirdlooklike?A.Ithasbroadwingsandbrownishfeathers.B.Ithaswhitefeathersandalongthinneck.C.Ithasgreyfeathersandaforkedtail.10.Whatdoestheboywanttobe?A.Acomputerprogrammer.B.Aneditor.C.Asocialworker.第二部分听对话或短文，回答问题。这一部分你将听到两段对话和三篇短文，各听两遍。听每段对话或短文前，你将有时间阅读相关小题，每小题5秒钟；听完后，每小题你还有5秒钟的时间选出你认为最合适的备选答案。听第11段材料，回答第11、12题。11.WhatdoesTom’sbrotherwanttobeinthefuture?A.Ananimaldoctor.B.Ateacher.C.Apoliceman.12.WhydoesTom’ssisterwanttobeasinger?A.Shethinksit’sinterestingandhelpful.64 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingB.Shewantstobepopularandfamous.C.Shelikesmusicandisgoodatsinging.听第12段材料，回答第13、14题。13.WhatdotheyknowaboutYunnan?A.It’salargeplacewithmanypeople.B.It’saniceplace.C.It’stoofarawayandtheweatherisbad.14.Howwilltheygetmoreinformationaboutthetravel?A.Bygoingtothetravelagency.B.Byreadingnewspapers.C.BywatchingTV.听第一篇短文，回答15-17题。请根据短文内容，选择正确答案，完成信息记录表。InformationSheetNameMarryLeeInterestsWatching15andreading.Moreimportantinformation16.Part-timejob17.15.A.moviesB.musicC.sport16.A.SwimwellB.SpeakEnglishwellC.Playtheviolinwell17.A.AnewspaperreporterB.AnEnglishteacherC.Adoctor听第二篇短文，回答18-20题。请根据短文内容，选择正确答案，完成信息记录表。MyfriendSandyWhentheybecamefriends18yearsagoAppearanceTallandslim,a19facewithbigeyesQualitiesHonestandhelpfulWantstobeA2018.A.OneB.TwoC.Three19.A.roundB.squareC.flat20.A.teacherB.taxidriverC.socialworker二．单项选择.(每小题1分，共20分）()1.“_____doyougoshopping?”“Onceaweek.”A.WhattimeB.HowlongC.HowoftenD.Howsoon()2.“_____doyoulikeChinesefood?”“Oh,verymuch.”A.WhatB.WhyC.HowD.Howmuch65 青海师范大学硕士学位论文()3.Weusuallydosomecleaning_____weekends.A.forB.onC.overD.in()4.Lucyisagoodstudent.She_____comeslateforclass.A.usuallyB.hardeverC.sometimesD.never()5.DoyouusetheInternet_____aweek?A.twoandthreetimeB.twoandthreetimesC.twoorthreetimeD.twoorthreetimes()6._____hoursdoyouexerciseeveryday?A.HowmanyB.HowmuchC.HowoftenD.How()7.Don’treadinbed.It’s_____youreyes.A.goodforB.badforC.goodtoD.badto()8.Alotofvegetableshelpyou_____ingoodhealth.A.keepB.keptC.tokeepingD.keeps()9.——Itisrainingnow,________wecan"tplaybasketballoutside.——ButwecanwatchNBAgamesathome.A.becauseB.butC.soD.although()10.Whenyouarethirsty（渴）,youwantto________.A.eatalotoffoodB.drinkalotofwaterC.havearestD.exercise()11.Howabout________withustothemuseum?A.comeB.comesC.comingD.Came()12.Theyeatmany_______butlittle_______.A.Vegetable;meatB.Vegetables;meatsC.Vegetable;meatsD.Vegetables;meat()13.I’veboredforalongtime.Ihopetohave_______todo.A.excitinganythingB.nothingexcitingC.SomethinginterestingD.goodsomething()14.——_______didyougolastsummervacation?——Iwenttosummercamp.A.WhatB.WhereC.HowD.When()15.LiHua_______hishomeworklastnight.HewatchedTVallthetime.A.doesn’tfinishB.finishesC.finishedD.didn’tfinish()16.Mymotherwantsme_______milkforbreakfasteveryday.A.drinkB.todrinkC.drankD.drinking()17.Iwanttowriteforinternational_______tobecomeawriter.A.chairsB.doorsC.computerD.magazines()18.——Howoftendoyouchatwithyourfriendsonline?——_______I’mbusywithmystudy.A.OnlyonemonthB.abouttwiceamonthC.almosteverydayD.maybeintwoweeks66 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching()19._______thegirlisonlynineyearsold,shetakescareofhermotherandcooksmealeveryday.A.IfB.BecauseC.AlthoughD.As()20.Tomisverylazy.Heis_______lateforschool.A.oftenB.sometimesC.hardlyD.never三.完形填空.(每小题1分，共20分)Americanpeopleliketo__21_“Thankyou”whenothershelpthemorsay__22__tothem.ManyChinesepeopledoso,__23__.Itisavery__24__.Youmustsay“Thankyou”whensomeonepassesyousomethingonthetable,whensomeone__25__thedooropenforyou,whensomeonesaysyoudoyourwork__26__,oryoubuyanicethingoryourcityis__27__.“Excuseme”isanothersentence（句子）theyoftensay.Whenyouhearsomeonesay“Excuseme”__28__you,youknowhewantstopassyouwithouttouching（接触）you.Ifyouwant__29__others,say“Excuseme”first,andthenbegintalking.Let’s__30__“Thankyou:and“Excuseme”fromnow.()21.A.speakB.sayC.tellD.talk()22.A.somethinggoodB.anythinggoodC.goodsomethingD.goodanything()23.A.alsoB.soC.eitherD.too()24.A.healthyhabitB.goodhabitC.goodlifestyleD.healthylifestyle()25.A.keepingB.keepC.keepsD.kept()26.A.hardlyB.goodC.wellD.nice()27.A.beautifulB.dirtyC.crowdedD.boring()28.A.nextfromB.acrosstoC.infrontD.behind()29.A.breakB.tobreakC.breakingD.breaks()30.A.sayB.tosayC.sayingD.said四.阅读理解（每小题2分，共20分）AEveryoneknowsthatexerciseisimportant.Weallneedtoexercise.Doctorssayitisgoodforus.Itmakesyourheartandbodystrong.Childrenwhooftenexercisearemorealert（灵活）.Thatmeanstheydobetterintestsandschoolworkthanthosewhodon’texercise.Theyaremanywaystoexercise.Youcanwalk,run,swim,skate,orplayballgames.Makesureyouexerciseinthefollowingways:Youhavetolikewhatyouaredoing.Exerciseenough（足够的）---butnottoomuch.It’sbesttoexercisetwiceaweek.Thirtyminutes（分钟）eachtimeisenough.Tryallkindsofsportsuntil（直到）youfindone,twooreventhreesportsthatfeelrightforyou.Youcanexerciseatfitnesscenters.Theyhavealotofequipment（设备）there.67 青海师范大学硕士学位论文Theequipmentwillhelpexerciseyourarms,legsandotherpartsofyourbodytomakeyouhealthy.Somepeoplebuyequipmentfortheirhomes.Butit’sveryexpensive.()31.theunderlineword“fitnesscenters”inthepassagemeans_____.A.商务中心B.健身中心C.医疗中心D.购物中心()32.Thesport“_____”isnottoldinthepassage.A.playingsoccerB.skateboardingC.walkingD.running()33.Thedoctorssaythatexercisecanmakeyourheartandbody_____.A.illB.happyC.strongD.health()34.About“exercise”,whichstatementofthefollowingisNOTright?A.Thirtyminutes’exerciseeachtimeisenough.B.Youhavetoexercisetoomucheveryday.C.Youneedn’tdoallkindsofsportstokeephealthy.D.Youhavetolikethesportsthatyouaredoing.()35.It’sbesttoexercise_____.A.atfitnesscentersB.ingroupsC.inthemorningD.twiceaweekBTherearefourpeopleinmyfamily.They’remygrandfather,myparentsandme.Mygrandfatherexerciseseveryday.HeneversurftheInternet.Heeatsvegetablesthreetimesaday,buthehardlyeverdrinksmilk.AndhewatchesTVeverynight.Myfatherisataxidriver.He’sverybusy.Heneverexercises,buthesometimessurftheInternet.HewatchesTVonSaturdayandSundayevening.Heofteneatsvegetablesanddrinksmilk.Mymotherisahousewife（家庭主妇）.ShewatchesTVtwiceaday.SheneversurftheInternet.Shesometimeseatsvegetables,butshedrinksmilkthreetimesaweek.Exercise?Ofcourseshedoes.Sheexerciseseverydaybydoinghousework.I’mamiddleschoolstudent.IgotoschoolfromMondaytoFriday.Ioftenexercise.ButonSaturdayandSunday,Idon’texercisebecauseIhavetoomuchhomeworktodo.IwatchTVonlyonSundayevening.ButIsurftheInternettwiceaweek.Idrinkmilkeveryday,butIdon’tlikevegetables.Mymotheroftensaystome,“Whydoyoueatsomuchmeat,Mike?It’snotgoodforyourhealth.”ButIlikeitverymuch.()36._____sometimessurftheInternetinhisfamily.A.MikeandhisfatherB.MikeandhismotherC.Mike’sparentsD.Mike’sfatherandgrandfather()37._____watchTVeverydayinhisfamily.A.MikeandhisgrandfatherB.Mike’smotherandgrandfatherC.Mike’sparentsD.Mike’sfatherandgrandfather()38.WhatdoesMike’sfatherdo?68 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingA.Heofteneatsvegetable.B.HesometimessurftheInternet.C.Heisverybusy.D.Heisataxidriver.()39.Whydon’tMikeexerciseonSaturdayandSunday?A.BecausehewantstosurftheInternet.B.BecausehewantstowatchTV.C.Becausehehastoomuchhomeworktodo.D.Becausehehastogotoschool.()40.Mikelikeseating_____verymuch.A.meatB.vegetablesC.fruitD.milk五.词汇（每小题1分，共10分）1.根据句意及首字母提示完成单词。(1)Ifelt______________(烦闷的）homeallday.(2)Doyoukeepa_____________(日记)everyday?(3)Weshouldhave_________(足够的)timetorelaxourselvesafterclass.(4)I________(想知道)ifyoucouldhelpmefindmygoldwatch.(5)Itisgoingtorain,youshouldtake_____________(雨伞）.2.用所给词的适当形式填空.(6)Lilyisnotveryhealthy，becauseshehasone______________(health)habit．(7)Hislifestyleis________________(different)formmine．(8)Mikewithhisfriends_____________(exercise)everyday.(9)Sheaskedme______________(say)somethingaboutmyschool．(10)IsurftheInternet________________(two)aweek．六.书面表达(10分）请你根据下表内容写一篇短文，介绍一下你的同学Mary的日常生活情况。ActivitiesHowoftenDohomeworkTwohoursadaywatchTVhardlySurftheInternetTwiceadayReadEnglishbookseverydayExerciseThreeorfourtimesaweekgotothemoviesonceamonth69 青海师范大学硕士学位论文AppendixV西宁市2015-2016学年度第一学期期末调研测试卷八年级英语一．读听力理解（每小题1分，共20分）I.听句子，选择与所听内容意思相符的图片。（读一遍）II．听对话，根据对话内容和所给答案，选择正确答案。（读两遍）（）6.WhodoesJackwanttosee?A.Mr.WangB.Mrs.BrownC.Mr.Brown()7.WhatdoesMissGaoaskBentoremember?A.HishomeworkB.HisteacherticketC.Hisreport()8.Howlongdidittakethewomantomaketheposter?A.AnhourB.TwohoursC.Threehours()9.Whydidthemangotobedlatelastnight?A.Hewatchedanimportantfootballmatch.B.HefinishedtheworkreportC.Hewroteane-mail()10.HowdidMarybreakherhand?A.ShebrokeherfingerwhileplayingbasketballB.ShecutitwhileusingasharpknifeC.Shecutitwhilecooking.II.听长对话，选择恰当的答语。(读两遍)听第一段对话，回答第11至第12两个小题。（）11.Whosebirthdayisit?A.David’sB.Nancy’sC.Ben’s()12.Whatgiftwillhegetthisyear?A.AcameraB.ACDC.Abook听第二段对话，回答第13至第15三个小题。（）13.HowlonghasTonybeenplayingtheguitar?A.FornineyearsB.ForsevenyearsC.Forfiveyears()14.WhatisMr.Greenlike?70 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingA.OutgoingB.SmartC.Special()15.Whereishefrom?A.AmericaB.EnglandC.CanadaIII.听短文，完成信息记录表。（读两遍）LisaandKateLisaHave＿hairA＿girlKateA(an)＿girlLove＿Theymay＿togetherintheschoolArtFestival()16.A.longB.shortC.black()17.A.smartB.quietC.serious()18.A.funnyB.shyC.outgoing()19.A.musicB.partiesC.sports()20.A.danceB.singC.paint二．知识运用（共70分）I.单项选择（每题1分，共5分）（）21.￣＿doyougotothemovies?￣Hardlyever.A.HowlongB.HowoftenC.HowmanyD.Howfar()22.Areyou＿whenyouhearthis＿news?A.surprising;surprisingB.surprising;surprised;C.surprised;surprised;D.surprised;surprising;()23.Aweeklater,thegirllookedmuch＿.A.wellB.betterC.goodD.best()24.￣What＿didyoudo?￣Ihungoutwithmyfriendandtooksomephotos.A.elseB.otherC.moreD.theother()25.Youarenever＿youngand＿startdoingthings.A.So;thatB.between;andC.too;toD.more;thanII.完形填空（每小题1分，共10分）Youwillseeanew26atahospitalinLondonifyougothere.Heisveryclever,27heneverspeaks.Hecanwork24hoursadayandnevergets28.Heisonemetertallandhasaface29aTVscreen.HeisDr.Robot.Doctorsoftenneedtoasktheirpatientsabouttheirhealthinthepast.30doctorscan71 青海师范大学硕士学位论文onlyspendafewminuteswitheachpatient.Therobotdoctor,however,canaskapatientforanhourifitis31Sowhenthehumandoctormeetshispatient,healreadyhas32helpfulinformation.Dr.Robotisreallyquitehumanifyouanswer33tothequestion“Isyourfatheralive?”Dr.Robotwillanswer“I’msorrytohearthat.”Thereareplansforbetterrobotsdoctors.Buttheywill34taketheplaceofhumandoctortotally.Theycanonlyhelpdoctorstogivetheirpatients35service.()26.A.sickpersonB.agentC.chemistD.doctor()27.A.soB.ifC.butD.because()28.A.tiredB.happyC.movedD.money()29.A.likeB.onC.asD.in()30.A.KindB.BusyC.FreeD.Tall()31.A.wonderfulB.impossibleC.necessaryD.interesting()32.A.manyB.littleC.afewD.alotof()33.A.ofcourseB.yesC.noD.Idon’tknow()34.A.alwaysB.neverC.everD.sometimes()35.A.betterB.worseC.bestD.worstIV.阅读理解。（每小题1分，共20分）AEnglishTeacherWantedAge:between20-40LovingteachingandchildrenAGreatBasketballGameChinavsAmericanDate:January20thBTheChineseRedCrossWehopeyoucandomoreforthepeopleintheearthquake–hitareas.Youcandonateonwww.redcross.org.cnCLadies’ShopWehaveallkindsofclothes,bags,shoes,andsoonforladies.Pleasecomeandsee!Businesshour:8am-9amD72 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching查读广告，将John,Mr.Wang,MikeandMissLee最感兴趣的广告标号填入题前括号内。（）36.John’smother’sbirthdayiscoming.Heisgoingtobuyanicepresentforhismother.()37.Mr.Wangisabasketballfan.Helikeswatchingbasketballgamealot.()38.Mikewillgraduatefromalanguageuniversitynextyear.Heislookingforajob.()39.MissLeeisverykind.Sheisalwaysreadytohelpothers.()40.WhichisTUREaccordingtothepassage?A.Mikeisaprimaryschoolstudent.B.PeoplecanbuyfashionclothesatanytimeinLadies’shop.C.YoucanseeadoctorinChineseRedCross.D.ThebasketballgameonJanuary20thisbetweenChineseteamandAmericanteam.BWeeachhaveamemory.That’swhywecanstillrememberthingsforalongtime.Somepeoplehaveverygoodmemoriesandtheycaneasilylearnmanythingsbyheart,butsomepeoplecanonlyrememberthingswhentheysayordoitagainandagain.Manyofthegreatmenoftheworldhavegotgreatmemories.Agoodmemoryisagreathelpinlearninglanguages.Everybodylearnshismotherlanguagewhenheisasmallchild.Hehearsthesound,remembersthemandthenhelearnstospeak.Somechildrenarelivingwiththeirparentsinforeigncountries.Theycanlearntwolanguagesaseasilyasonebecausetheyhear,rememberandspeaktwolanguageseveryday.Inschoolitisnoteasytolearnaforeignlanguagebecausethestudentshavesolittletimeforit,andtheyarebusywithothersubjects,too.Butyourmemorywillbecomebetterandbetterwhenyoudomoreexercise.()41.Somepeoplecanonlyrememberthingsbyheartbecause＿＿＿A.TheyalwayssleepwellC.theyofteneatgoodfoodB.theyreadalotofbooksD.theyhaveverygoodmemories()42.Everybodylearnshismotherlanguage＿＿＿A.attheageofsixC.afterhegoestoschoolB.whenheisasmallchildD.whenhecanreadandwrite()43.Beforeachildcanspeak,hemust＿＿＿A.readandwriteC.hearandrememberthesoundB.makesentencesD.thinkhard()44.Inschoolthestudentscan’tlearnaforeignlanguageeasilybecause＿＿＿A.theyhavenogoodmemoriesB.theyhavenogoodteachersC.theydon’tlikeitD.theyarebusywithothersubjects()45.Yourmemorywillbecomebetterandbetter＿＿＿73 青海师范大学硕士学位论文A.IfyouhavealotofgoodfoodB.Ifyoudomoreexercise.C.IfyoudomorningexerciseeverydayD.IfyougetupearlyCBen:Leo,youworktoohard.Let‘sgoandsitinthepark.Leo:Ican’tdothat.IhavetostudyformyEnglishtestnextweek.Ben:ButLeo…youalreadyknowthatyouaregoingtoTsinghuaUniversity!Well,whatareyougoingtomajorin(主修)？Leo:Englishandmanagement.Howaboutyou?Whichschoolareyougoingtonextyear,Ben?Ben:Oh,Iamgoingtoworkformydadforayear,thenIwillgotocollegeafterthat.Leo:Whatdoyouwanttostudy?Ben:Iamnotsureyet.I’dliketostudyChinese.So,doyouwanttobeanEnglishteacherorworkforabigcompanyafter4yearsinTsinghuaUniversity?Leo:Infact,IhopetogoontostudyforcomputerscienceinBeijingUniversity.Ben:Wow.Wearequitedifferent!Youknow,Ijustwanttofindaneasyjob.Iguessyouwillbeacomputerprogrammer.Leo:Uh-huh.I’dliketo.Ben:Well,Ihopetoworkasateacherandhaveanicefamilyinthefuture.Leo:Really?Iwanttomakealotofmoney.根据对话内容选择最佳答案。（）46.Whatdoesthesentence“Ican’tdothat“mean?A.Ican’tdoanythingB.Ican’twork.C.Ican’tgotothepark.D.Ican’tstudy.()47.Whatdoestheunderlinedpartinthesentence“Iwillgotocollegeafterthat”mean?A.afterIleftmiddleschoolB.after2yearsC.afterIworkformyfatherD.afterclass.()48.WhatisLeogoingtostudyafterheleavesTsinghuaUniversity?A.ComputerscienceB.ChineseB.ManagementD.English()49.Whomaybecomeacomputerprogrammerafter4years?A.Idon’tknowB.LeoC.BenD.Bothofthem()50.WhatplansdoesBenhaveforhisfuture?A.TobeateacherB.tomakealotofmoneyC.tobeacomputerprogrammerD.BothBandC74 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingDMostpeoplehaveambitions.Anambitionissomethingwewanttodo,wanttobeowanttohave.Astudent’sambition,forexample,mightbetopasshisorherexamsandthengetagoodjob.(51)Aplayer’sambitioncouldbetowin＿＿＿＿(最重要的比赛).Abusinessman’sambitionisusuallytomakealotofmoney.Notallambitionsareaboutsuccessatwork.However,somepeoplejustwanttobegoodpeople,haveafamilyorhelpothers.Ben’sambitionistobeasportswriter.Hewritesthesportsreportsfortheirschoolnewspaper.Helikesmostsports,swimmingandfootballarehisfavorites.Trudy’sambitionistobeaconcertpianist.(52)她对此非常严肃认真。Andshepracticesplayingthepianoeveryday.Itisnecessaryforher.Hary’sambitionchangeseveryday.Onedayhewantstobeanartist.Thenextdayhewantstobeapopsinger.Thenextdayhewantstodrivearacingcar.Hismotherwouldbehappyifhisambitionwastogetupontimeforschooleveryday!任务一：根据汉语提示补全51处的句子。51.Aplayer’sambitioncouldbetowin＿＿＿＿(最重要的比赛).任务二：将文中（52）处划线部分的句子翻译成汉语。52．她对此非常严肃认真。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿任务三：简略回答问题。53.Whatisanambition?＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿54.Areallambitionsareaboutsuccessatwork?＿＿＿＿＿＿＿＿＿＿＿＿＿55.DoesHarrygetupearlyorlateforschooleveryday?＿＿＿＿＿＿＿＿＿＿IV.补全对话。(每小题1分，共5分)。根据短文内容，从方框中选择正确的选项填入对话中，使对话完整，通顺。A.Wouldyouliketomakefriendswithhim?B.Ithinkhelikessportsverymuch.C.Whatdoeshelooklike?D.IsFranktallorshort?E.Whatisit?A:Waitamoment,WangLin.Ihavesomethingexcitingtotellyou.B:56A:Imadeanewfriendtoday.HisnameisFrank.HecomesfromAmerica.B:That’sgreat!57A:Heisthin,buthelooksstrong.75 青海师范大学硕士学位论文B:58A:HeisastallasI.ButheismoreathleticthanI.B:59A:Youareright.Hesaidhewouldteachmehowtoplaybasketball.60B:I’dloveto.Thankyou!56.＿＿57.＿＿58.＿＿59＿＿60＿＿V.词语运用（每小题0.5分，共5分）A)根据首字母和汉语提示，完成下列句子。61.YangLiweiisafamousa＿＿.62.MaYunisaverys＿＿becauseofAlibabaCompany.63.Iwon’tbelieveitu＿＿Iseeitwithmyowneyes.64.YesterdayImeetsome＿＿(科学家)inthemuseum.65.Aresolutionisakindof＿＿（承诺）.B)用所给词的适当形式填空，每空词数不限。66.Wedecide＿＿＿＿(go)shoppingtomorrow.67.Mypenpalgoesparagliding＿＿＿＿(two)amonth.68.WangBin＿＿＿＿(give)Benavideoyesterday.69.Sallythinkstalkshowsaremore＿＿＿＿(education)thansitcoms.70.Computersandrocketsseemed＿＿＿＿(possible)100yearsago.VII.按要求完成句子，没空一词，缩写算一个词。（没空0.5分，共5分）71.WangFengisavailablenow.(改为同义句)WangFengis＿＿＿＿＿＿now.72.AlthoughI’mveryhealthy,Iexerciseeveryday.(改为同义句)I’mveryhealthy,＿＿＿Iexerciseeveryday.73.Weneedonecupofyogurt.(对划线部分提问)＿＿yogurtdoweneed?74.然而，不是每一个人观看这些节目。However,＿＿enjoyswatchingtheseshows.75.许多医生劝告人们住到乡下去。Manydoctors＿people＿＿inthecountryside.VII.综合填空。（每空1分，共5分）从方框中选择适当的词并用其适当形式填空，每空次数不限。TheybuycatchmousecarefulThereweresome76inMrs.Black’skitchen.Shewasveryafraidof77.Soshe76 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeachingwenttotheshopand78amouse-trap（老鼠夹）.Thenshewenthomewiththemouse-trap.Themanintheshopsaidtoher,“putsomecheeseinthetrap,andit79themousesoon.”Butshecouldn’tfindanycheese,sosheputapictureofsomecheeseinthetrap80.Howsurprising!Thenextmorning,shefoundapictureofthemouseinthetrapnexttothepictureofthecheese!76＿77＿78＿79＿80＿VIII.书面表达（共15分A）连词成文（共5分）Mysister,I,vacation,three,year,we,Australia,visit,friend,friend’shouse,learned,bananamilkshake,watch,robot,housework,excitedly,would,great,time,if,went,with＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿B)文段表达（共10分）你最喜欢的人，可以是名人，家人，老师，朋友，同学等。请以ThepersonIlikebest为题写一篇70词左右的短文。77 青海师范大学硕士学位论文AppendixVIPreviewExerciseUnit3Whatareyoudoingforvacation?一、自主学习掌握本课重点单词和短语单词：1.临时照顾（小孩_____________）2.露宿，野营________________短语：1、拜访你的朋友_______________2、照顾我的妹______________3、和朋友一起度过_____________4、在家里放松_______________5、做运动6、举行音乐会7、打篮球8、去野营二、诊断评价1、动词的适当形式填空：1）There(be)somemeatontheplate.2）Whatabout(go)shoppingwithus.3）TheSmiths(watch)TVnow.4）---Whatisshedoingforvacation?---She(babysit)hersister.2、选择：1）TheyaregoingtoBeijingvacation.A、forB、atC、toD、with2）---Lindaisplayingfootball.---Iamvisitingmyaunt.A、Whereareyougoing?B、Whataboutyou?C、It"sgreat.D、Thatsoundsinteresting.3）TheyaregoingBeijingVacation.A、to,onB、/,forC、on,forD、to,for4）－_____doyoudoyourhomework?---Everyday.A.WhenB.HowoftenC.HowmanytimesD.Whattime3、翻译句子：1）你假期想去哪里？2）我要拜访我的朋友。3）--他们假期要做什么？--他们要打篮球。4）那听起来很有趣。78 TheApplicationofFlippedClassroomModelinJuniorHighSchoolEnglishGrammarTeaching攻读学位期间发表的学术论文张秀琴.浅析“翻转课堂”.《金田》.2015（6）187-188.79