摘 要

互联网信息技术对传统的理论知识教育以及实践教育都带来了不容忽视的冲击,而这也必将引起英语专业课堂教学模式和学习模式的极大变革。翻转课堂是基于互联网信息技术的一种新型教学模式,它实现了利用信息技术对传统教育模式的有效翻转。本文简述了翻转课堂的定义，分析了其特征，并系统总结了翻转课堂的应用价值。此外，本文探讨了英语专业口语教学中的现存问题，就教师、学生、资源配置三个方面讨论了英语口语教学中存在的不足。接着，本文就发放的调查问卷数据概括了学生对翻转课堂的期待值，以及在英语课堂教学采用翻转课堂教学的必要性、可行性,并在此基础上思考该教学模式在英语口语教学中应用的教学可能，并提出了一套可行的翻转式英语口语课堂设计。翻转课堂的教学模式非常适合英语专业理论课程的教学,将其引入英语专业课堂教学中有广阔的应用前景。鉴于学生对口语课引入翻转课堂的期待值十分高，“口语 翻转教学”的课堂设计值得更深入的研究。

关键词：翻转课堂；英语本科教学；英语口语；课堂设计

Abstract

The impact that Internet information technology has brought to the traditional theoretical knowledge and practical education will inevitably lead to great changes in English teaching and learning model. Flipped classroom, as a new teaching mode based on Internet information technology, realizes the effective reversal of the traditional education mode by using information technology. It is promising to bring Internet technology into English teaching as English teaching emphasizes on ability training of students in order to shape them into compound talents, therefore it urges teachers to strengthen the interaction with students during teaching process. In this paper, definition, features and applied value of flipped classroom are briefly discussed, as well as the existing problems in speaking class teaching of English major. The necessity and feasibility of using flipped classroom into classroom teaching are also discussed. In order to find what opinions English majors hold to the traditional English teaching and their expectation of flipped classroom, a questionnaire has been made and given out to those English majors in Wuhan University of Technology. Precise data has been stated so as to draw the objective conclusion. Based on these findings, the significance of this teaching mode is well contemplated through the application into English teaching. Flipped classroom applied to English speaking class is further researched, based on which a proper mode design for English speaking class is given according to both features of flipped classroom and needs of speaking class. It is found that features of flipped classroom can fairly make up for the deficiency of undergraduate teaching of English majors, and students also have a high desired level for its application. The most obvious finding of this study is the wanting of application of flipped classroom to English speaking class.This paper draws out the conclusion that flipped classroom is very suitable for English theory courses and has broad prospects in its introduction into the speaking class teaching of English major.

Key Words: flipped classroom; undergraduate teaching of English majors; oral English; class design

Contents

1 Introduction 1

2 Representative of Internet Classroom: Flipped Classroom 3

2.1 Definition 3

2.2 Features 3

2.3 Applied value 4

3 Stumbling Blocks in Oral English Teaching 7

3.1 Teachers at insufficient level 7

3.2 Students in passive position 8

3.3 Teaching materials in short supply 9

4 Potentials of Flipped Classroom in Speaking Class 10

4.1 Questionnaire survey and analysis 11

4.2 Speaking as an active output 16

5 Conclusion 19

References 21

Appendix 22

Acknowledgments 27

Application of Flipped Classroom

Mode of “Internet Classroom” in Oral English Teaching

1 Introduction

The development of Internet information technology has created a significant impact on various aspects of social life, and will inevitably influence the education field. The application of network technique into teaching is one measure of great importance to reform the education system, as well as a meaningful probation of practical models of teaching which suit for the pedagogical activities in China. Web-based instruction, formed from introducing network technology into teaching domain, can allocate finite teaching materials to the full extent so as to enable students adequately grasp curriculum resource. Nowadays, both teachers and students can quickly get access to the latest and the most complete data via internet technology, making information resource tend to diversification. A series of two-way information exchange tools, including Email, Usenet, Bulletin Board System, Web-conference and so on, have broken the limitation of time and space.

English undergraduate teaching aims to cultivate advanced expertise who is possessed with sound English language foundation and comprehensive scientific and cultural knowledge. Although English teaching is developing prospectively, it has already revealed some problems, especially in speaking English teaching. For example, teachers are still the principal part in teaching while status of students is often ignored in class. Long-term passive learning will hinder students’ thought, at the same time, will do great harm to their consciousness of innovation. Besides, most English teachers lay much emphasis on infusing classroom knowledge to students, yet the internalization of knowledge and skills is not in place. Short in-class time along with few chances of practicing after class seriously obstruct the language output environment of students. Thus their speaking ability is not likely to get enhanced. What’s more, textbooks and out-of-date audios are far from enough for language

learners to grasp useful communicating skills. If online materials cannot be utilized sufficiently, English teaching will stuck into an embarrassing situation.