教育教學(xué)專業(yè) 翻轉(zhuǎn)課堂教學(xué)模式在大學(xué)英語(yǔ)教學(xué)中的應(yīng)用研究

AcknowledgementsIwishtoexpressmygreatgratitudetomysupervisor,Mrs.Wang,whoIlearnalotfromtheirenlighteningandpreciousadvicegiventomyduringtheprocessofcompletingthispaper.Sheprovidedmewithinsightfulandpatientguidanceontheselectionofmaterials,thedecisionoftheoutline,andthereviseofmypaper.Iamalsogratefultoalltheteachers’efforttoendowmewithabundantknowledgeduringmyfouryears’universitystudyintheForeignLanguagedepartment,XianyangNormalUniversity.Ilearnalotofknowledgeaboutteachinganditcanbeusefulinmylife.Althoughitisalaboriousandtime-consumingtaskformostgraduates,IenjoythisperiodoftimebecauseIrealizemygrowthandprogressinvariousaspects.Itisthemostimportanttoexperienceandlearnfromallmeaningfulthings.Lastmythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmatewhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.AbstractFlippedclassroomisacurrentresearchfocusbothinforeigncountriesandinChina.ItisthemostdifficultpointbecauseofthelimitedteachingtimeincollegeEnglishteaching.Inourcountry,theresearchandapplicationoftheflippedclassroomisstillinitsinitialstage.Atpresent,thedomesticempiricalresearchonflippedclassroomhasjuststarted,theteachingcasesmainlyfocusonscienceteaching,andonlyasmallamountofresearchisabouttheapplicationofEnglishteaching.Therefore,itisausefulexplorationandattempttoconstructtheflippedclassroommodelinCollegeEnglishteachingandinvestigatetheeffectofthemodel.Theflippedclassroommodelswapsthetraditionalarrangementofknowledgeimpartingandknowledgetoimproveteachingeffectiveness.Andtherehavebeennumerousstudiesontheflippedclassroommodelbothathomeandabroad.Afterareviewofthesestudieswithrespecttothedevelopmentandtheoreticalfoundationofthemodel,thispaperfocusesonitsspecificproceduresandcharacteristicsinChina’scollegeEnglishteaching.ThepaperisexpectedtocontributetothedevelopmentofresearchontheflippedclassroommodelandprovideimplicationsforeffectiveapplicationonthemodelincollegeEnglishteaching.KeyWords:flippedclassroom;teachingmodel;CollegeEnglishteaching摘要翻轉(zhuǎn)課堂是近年來國(guó)內(nèi)外研究的熱點(diǎn)，而大學(xué)英語(yǔ)教學(xué)由于教學(xué)時(shí)間有限成為教學(xué)難點(diǎn)。我國(guó)翻轉(zhuǎn)課堂的研究與應(yīng)用仍處于起步階段，關(guān)于翻轉(zhuǎn)課堂的實(shí)證研究剛剛起步，且主要集中在理科教學(xué)方面，僅有少量涉及在英語(yǔ)教學(xué)中的應(yīng)用，因此，初步構(gòu)建大學(xué)英語(yǔ)翻轉(zhuǎn)課堂模式并探討該模式在教學(xué)中的效果不失為一種有益的探索和嘗試。翻轉(zhuǎn)課堂模式顛倒傳統(tǒng)教學(xué)中知識(shí)傳遞與知識(shí)內(nèi)化兩個(gè)階段以提高教學(xué)效果，針對(duì)翻轉(zhuǎn)課堂模式國(guó)內(nèi)外已經(jīng)開展大量研究。本文綜述翻轉(zhuǎn)課堂模式的發(fā)展過程和理論依據(jù)，總結(jié)梳理翻轉(zhuǎn)課堂模式在我國(guó)大學(xué)英語(yǔ)教學(xué)中的實(shí)施流程和任務(wù)特點(diǎn)。希望能為翻轉(zhuǎn)課堂模式的研究發(fā)展及其在大學(xué)英語(yǔ)教學(xué)中更為有效的應(yīng)用提供啟示。關(guān)鍵詞：翻轉(zhuǎn)課堂；教學(xué)模式；大學(xué)英語(yǔ)教學(xué)Contents1.Introduction12.LiteratureReview22.1TheconceptoftheFCM32.2ThetheoreticalbasesoftheFCMinCollegeEnglish32.2.1PeerInstruction42.2.2MasteryLearningTheory42.2.3AutonomousLearningTheory52.2.4Constructivism52.2.5Games-learningtheory73.TheapplicationoftheFCMinCollegeEnglish73.1TheteachingdesignoftheFCM73.1.1.Thedevelopmentofclassresources83.1.2Learningautonomouslybeforeclass83.1.3Communicationbetweeneachotherinclass83.1.4.Thefeedbackassessmentofteachers103.1.5Summaryandreflectionafterclass113.2ThecharacteristicsofthetaskintheFCM113.2.1Student-centered113.2.2IndependentLearning123.2.3InteractiveStudy123.2.4PersonalizedLearning123.2.5Moderninformationtechnology134.ThefeasibilityanalysisoftheFCMincollegeEnglishteaching134.1ThedilemmaofcollegeEnglishteaching134.2TheadvantagesoftheFCMinCollegeEnglish144.3TheconcreteoperationsoftheFCMinCollegeEnglish154.3.1Theteachers’role164.3.2Improvingteachersandstudents’informationtechnologyskill164.3.3Enhancingstudents’autonomouslearningability165.Conclusion17Bibliography19TheApplicationResearchofTheFlippedClassroomModelinCollegeEnglishTeaching1.IntroductionThedevelopmentofEnglishhasbecomeanindispensabletoolininternationalcommunication,sothequalityofEnglishteachingalsonotallowsustoignoreinsuchadiversityofinformationage.Educationmodeshouldalsoadapttochangeandadjustment.Englishteachersshouldconformtothetrendofthedevelopmentof

theageandmakefulluseoftheinternettoreachteachingcontent,teachingmethodandsolvethedeficiencyofEnglishteaching.Letthestudentslearnmoreeffectively.CollegeEnglishasthecompulsoryfoundationcourseofcollege,studentsshouldnotonlycultivatethestudents’Englishcomprehensiveabilitybutalsoimprovethestudents’comprehensiveculturalquality.InordertoachievetheteachinggoaloftheCollegeEnglish,itemergedmanyteachingreformsandinnovations.

Theflippedclassroommodeisoneofthenewteachingwas.Theflippedclassroominforeignalsohasawidertheoryandpracticebase.Itisgraduallydevelopinginrecentyearsinourcountryinthefieldofteaching.Inthispaper,researchandapplicationofflippedclassroompatternintheoverseas,thepresentdomesticsituationanddevelopmentoftheapplicationofthereversemodeincollegeEnglishclassroomteachingarelookingforwardthestudyoftheflippedclassroom.HopingthatwecanuseflippedclassroomcollegeEnglishteachingmorereasonable,effectively.Theflippedclassroomismeanttoconversethetraditionalknowledgeintoknowledgeinternalizationandtransferknowledge.Teachersandstudentscommunicatewitheachother,studentsandstudentsstudycooperatively,inordertocultivatestudents’abilityofintellectual.MarceyandBrintrevealanotherdifferencebetweentheflippedclassroommodeandthetraditionalteachingmodel.Knowledgeistransferredthroughtheinformationtechnologyandassimilatedthroughtheinteractionbetweenteachersandstudents.Flippedclassroomisaproductofinformationtechnology.Flippedclassroomisaformofblendedlearning,anditcompassesanyuseoftechnologytoleveragethelearninginaclassroom,sothattheteachersspendmoretimeinteractingwithstudentsratherthanlecturing.JonathanBergmannandAaronSamsarethepioneersofflippedclassroomwhoputsit:"Basicallytheconcept

ofaflippedclassisthis:thatwhichistraditionallydoneinclassisnowdoneathome,andthatwhichistraditionallydoneashomeworkisnowcompletedinclass.Butasyouwillsee,

thereismoretoaflippedclassroomthanthis."(2012)Thenewteachingmodelisnamed"flipped",becausetheconventionalclassroomorderis"inverted".Studentsfirstlearnthematerialsindependently,typicallyusingvideolessonsmadebyinstructors(Ronchetti2010).Intheclassroom,studentsusetheknowledgetheylearnedbeforeclasstosolveproblemsanddosomeexercises.Theflippedclassroommodelprovidesteachingvideosforstudentsinself-learningbeforeclassandhelpsstudentstosolveproblemsandapplyingpracticalknowledgeinclass,themodelhasattractedmuchconcernintheeducationalworldbothinChinaandforeigncountries.Underthebackgroundofinformationtechnology,thereformofChineseCollegeEnglishteachinghasbeentransferredtoexploretheintegrationofmoderninformationtechnologyandforeignlanguagecurriculum,andultimatelypromotethequalityofcollegeforeignlanguageeducation(FengYuan2014).Flippedclassroomadaptstothepurposeofforeignlanguageteachingreformandsuppliesapracticalplatformformoderneducation.In2006,twomiddleschoolteachersinColorado,theUnitedStates,BergmannJonathanandAaronSamsbecametheinitiatorsandpractitionersofflippedclassroombyrecordingvideos.Inrecentyears,scholarshavepaidmoreandmoreattentionontheconceptofflippedclassroom.Theimplicationoftheflippedclassroominprimaryandsecondaryschoolsandcollegeshasbeenincreasing(Schwartz2014).Inrecentyears,flippedclassroommodeismoreandmorepopularineducatorsabroad.

Withthedevelopmentandpopularizationoftheinformationnetworktechnology,flippedclassroommodeisestablishedgraduallyinJuniorHighschoolanduniversityteaching.Wecansaytheflippedclassroomconstructsaninnovativeteachingmode,andisthedestructionofthetraditionalteachingmodelinnovation.Flippedclassroomasaproductoftheeducationofafinehastheuniqueadvantagesthattraditionalteachingmodecan’tcomparewith.Ifweuseflippedclassroommodeinteaching,wecannotonlytoconformtothetrendofthedevelopmentoftheeducationintheformationera,butalsocreateaconvenienceforthestudentslearning.So,flippedclassroomwillbeaclassroomteachingreforminglobalwave.SuchastheUnitedStateshasturnedaroundclassorganizedseminars,andhasestablishedanumberofsites.Ahugelearningnetworkisextendingallkindsofschoolsatalllevels.2.LiteratureReviewThischapterpresentstheconceptoftheflippedclassroommodel.TheresearchtrendsandstudiesofflippedclassroomincollegeEnglishteachingarealsointroduced.Andfivetheoriesareintroduced.2.1TheconceptoftheFCMFlippedclassroommeansthatteachersuseteachingvideoasthemainformoflearningresourcesandstudentscompletetheteachingvideolearningintheinformationenvironment.Intheclassroom,teachersandstudentsfinishthehomeworkcollaboration,exploreandinteractiveactivitiessuchasanewtypeofteachingmode.Thebasicfeaturesofflippedclassroomarebasedonconstructivismtheoryastheinstructionandsupportedbymoderneducationtechnology.Throughthetraditionalteachingprocessimplementationofknowledgetransferadvancedandknowledgeinternalizationoptimization.FlippedclassroomwasputintoelementaryandmiddleschoolatonceintheUnitedStates.In2007,theuniversityclassroomteachingpracticeisdeepening.Relatedresearchersarealsoincreasingandproducingaseriesofresearch.Applicationresearchmainlyfocusedontheapplicationandeffectofflippedclassroominforeigncountries,theapplicationofcomparativestudywithtraditionalteachinganddesignandimplementationmethodoftheflippedclassroom.SuchastheUnitedStateseducationtechnicalexpertStrayerconfirmedthattheflippedclassroomhasasignificantpositiveeffectonlearners’cooperationabilityandthecultivationofinnovationabilitythroughthecomparisonwiththetraditionalclassroom.CaliforniastateuniversityofascholarofEnfieldwasconductedaresearch.Theresultsshowthattheflippedclassroomhelpsstudentsinternalizelearningcontent,improvingstudents’self-confidenceandautonomouslearningabilityandtheeffectisremarkable.AmericanScholarDarwinthroughempiricalstudyconfirmedthepositiveeffectoftheflippedclassroomandpointedoutthatthepersonalizedlearningenhancesthestudents’learningmotivation.Abovestudyisappliedresearchinscience,engineeringandthecourseoftheliberalartsofappliedresearcharerelativelysmall.SuchasthetwouniversitiesintheUnitedStatesHistoryteachersGaughanandWestermannbravelyinnovatedandtriedtopracticeflippedclassroominthehistorycourse.Theirresearchshowedthatflippedclassroommodecanimprovestudentsinputintheclassroom,enhancingtheenthusiasmofthestudents.Inrecentyears,domesticresearchersaredevelopinggraduallyandemerginginanumberofinfluentialresearchresults.Butthestudyalsoisgivenpriorityinscienceandengineeringcourses.Nearlythreeyears,flippedclassroomgraduallyisintroducedintothemodelofcollegeEnglishteachingpracticeandresearch.ResearchersattempttobuildandappreciatedifferenttypesofcollegeEnglishflippedclassroommode.2.2ThetheoreticalbasesoftheFCMinCollegeEnglishFlippedclassroomhasbeenapopularresearchissue.Therearesometheoriessupportingtheflippedclassroommodel,amongthem,PeeringInstruction,MasteryLearningTheory,AutonomousLearningTheory,Constructivism,andGames-learningtheoryarethemostinfluencedtheoriesonflippedclassroom.2.2.1PeerInstructionHarvardUniversityProfessorMazurlaidthefoundationofflippedclassroomoftheguidingideology.Theythinkthatlearningcanbedividedintotwostages,onestageisknowledgetransfer.Theotherstageisknowledgeinternalization.Peerteachingmethodemphasizesthemutuallearningbetweenstudents,whicharethestudentsthemselvesthroughmutualdiscussion.

Itisplayingakeyroleintheteachingprocesstounderstandtheteachingcontent,andimprovingtheabilitytosolvetheproblem.Inanareaofeducationtechnologyishighlydeveloped,andtransferringknowledgeisnotadifficulttask.Theteacherscancompletelychangefromspeakertotutor，whichpromotesstudentstoabsorbtheteachingcontentandinternalizationintheclassroom.2.2.2MasteryLearningTheoryMasterylearningfirstappearedinthe1920s.Butitwaskeptawatchfuleyeuntilthe1960s.MasterlearningwasformallyproposedbyBenjaminS.Bloomin1968.Itisaneducationalphilosophyandinstructionalstrategy.Bloomhasaffirmedthatthecorrelationbetweenabilitytendencyandlearninggradesisclosetozero.Bloomconfirmsthatifthebestteachingandenoughtimeisprovidedtostudents,thestudentswillobtaingoodlearningresults.MasteryLearningTheoryadvisesthatthekeypointofinstructionoughttobethetimedemandedfordifferentstudentstostudysamematerialandachievesamelevelofmastery.Thisisdifferentfromtraditionalclassroomteaching.Itpaysmoreattentiontodifferencesofstudents'ability.Inmasterylearning,itchangesinresponsibility,sostudents'failureismoreduetotheteachingandnotnecessarilylackofability.Therefore,theenvironmentofmasterylearning,thechallengebecomessupplyingmoretimeandusinginstructionalstrategiessothatallstudentscanachievethesameleveloflearning.Masterylearningisoneofthemosthighlyinvestigatedteachingmethodsoverthepast50years,whileithasbeenthesubjectofhighcriticism,ithasalsobeenfoundtohaveresoundingsuccesswhenimplementedcorrectly(Guskey2009).Flippedclassroomisalsoaproductoftechnologyexploration.IttakestheprinciplesofMasteryLearningTheory.

Intheflippedclassroom,studentslearnthecourseaccordingtotheirownschedule.Whentheyaccomplishunit,theyneedtofinishthesmallunittest.Iftheycan’tpassthetest,theyneedtogobacktostudyuntiltheypass,theycancontinuelearningthefollowingunit.Sothegradesofstudentsaredecidedbywhattheyhavelearned.MasteryLearningTheoryplaysasignificantroleinflippedclassroom.Studentsarebecomingthemainbodyoflearninginthismodel.Flippedclassroomfocusonthestudents’initiativetheteachers'feedbacks,thepromotionofthestudyandtheevaluation.UndertheguidanceofMasteryLearningTheory,theauthortriestomakestudentsmoreactivetostudycollegeEnglish.2.2.3AutonomousLearningTheoryDifferentscholarsattempttodelimitfromdifferentperspectivesaboutautonomouslearning.Forthedefinitionofautonomy,Dickinson(1987)believesthatlearnersmakeandtakeactionthedecisionrelatedtolearningintheautonomouscase.ForthedefinitionofautonomouslearningabilityHolec(1981)suggeststhatitisakindofabilitytomastertheirlearning.Benson(2005)claimsthattheautonomouscontainsthreelevelsofcontrol:thecontroloflearnings’management,cognitiveprocessandlearningcontent.Finally,fortheconnotationofautonomouslearners,MillerandGardner(2002)definedthemasthepeoplewhoplanandcarryoutthestudy.Theviewaredifferent,buttheyallstresstheautonomousoflearnersincludingmakinglearningobjectives,choosinglearningcontentandlearningmethods,monitoringlearningprocess,andcreatingevaluationmethods.IntheviewofadvocatesofAutonomouslearningTheory,therelationbetweenteachersandstudentsisnotlimitedtoasingleteachingandlistening,theirrolesarediversifiedandtheconnotationismoreabundant.Forexample,MillerandGardner(2002)suggeststhatteachersworkastutoring,providingideas,developingtheteachingmaterials,managinginstruction,organizingactivitiesandsoon.Learnersalsotakemoreresponsibilitiesinthestudyoflearningplan,assessment,self-encouragementandself-study.TheFCMfullyrepresentstheideaofAutonomouslearningTheory.Beforeclass,teachersshouldpreparetherelevantteachingmaterialsincludingvideos,plans,PPTandtests,studentsshouldstudybyusingtheteachingmaterialsprovidedbyteachers.Therefore,inthewholeprocess,itisextraordinarilyimportantforstudentswiththeautonomouslearning.Meanwhile,teachersplayaroleoforganizingandgivingadvice.2.2.4ConstructivismConstructivisimisabranchofcognitivepsychology,itwasfirstputforwardbyPiaget(1966).Inthedevelopingprocess,itassimilatedtheessencepfBruner’s(1960)DiscoverylearningTheory,AusBell’s(1968)MeaningfullearningTheoryandUygotsky’s(1978).HistoricalandCultrualPsychologyTheoryandcanrevealthecognitivelawofhumanlearningprocess.Constructionlearningtheory(Vygotsky,1978)firstunderlinesthecentralstatusofstudentsarethesubjectofcognitionandinformationprocessing.Howmuchknowledgestudentscanobtaindependsontheabilityoflearnerstoconstructknowledgeaccordingtotheirownexperience.Secondly,constructivismemphasizesthesignificanceoflearningsituation.Itisaffirmedthatstudents’learningisrelatedwiththerealsituation.Onlyinthetruesocialandculturalbackground,withthehelpofsocialinteraction,theuseofthenecessarylearningresourcesbringaboutactivelyandeffectivelybuildingknowledgeandrebuildingtheexistingknowledgestructure.

Thirdly,theconstructivismlearningtheorycontainsthatcooperativeleaningplaysanimportantroleintheconstructionofknowledge

.Itstressestheinteractionbetweenteachersandstudents,amongstudentsandbetweentheteachingcontentandteachingmedia.Fourthly,constructivismconcernsthedesignofleaningenvironmentintheprocessoflearning.Teachersshouldgivevariousresourcessuchasvarioustypesofteachingmediaandteachingmaterials,andtheyshouldencouragelearnerstoexploreandcompletetheconstructionofmeaningactivelyinordertocometruelearningobjectives.Therearetwoofthesignificantconceptsofconstructivismlearningtheory,whichcreatetheconstructionofpersonals’newknowledgeareassimilationandaccommodation.Teachers’asaverysignificantrole,arenotonlytogivealecturebutasfacilitatorstohelpstudentswhenitcomestotheirownunderstandingswithintheconstructivismlearningtheory.Thefocalpointsonteachersandresourcesthatmustbebegininthislearningtheory,anditisdifferentfromtraditionallearningaswell.Teachersarenotjusttoletstudentsknowwhattheyshouldlearnandtheyshouldbemorepositivetothinkwhattolearnandknowhowtolearnit,sostudentsshouldcometotheconclusionsontheirownratherthanbeingtold.Accordingtotheneedofstudents,teachersshouldalsofrequentlyinteractwithstudentsandmalethelearningexperience.IntheguidanceofPiaget’stheoryofconstructivism,teachersshouldletstudentsbecomeaneffectivecriticalthinkers.Theroleofstudentsarenotonly“students”butalsomentors,coachesandconsultantsTheFlippedClassroomModelfullyrepresentstheideaofconstructivism.Intheclassoftheteaching,thestudentsshouldlearnthenewknowledgethroughusingtheresourcesandlessonplanssuppliedbyteachersonthebaseoftheirownlearningexperienceandfromtheirownexperience.Fortheclass,teachersofferthepersonalizedservicetostudentsandaidthemconsolidatingwhattheyhavelearned.Thenstudentshavebasicallyfinishedtheconstructionofnewknowledge.Atthesametime,networkteachingsystemgivessupporttothetheoryofconstructivism,itnotonlysuppliesstudentswithindependentlearningmaterialandlearningway,butalsosuppliesstudentswiththeproperhelp.2.2.5Games-learningtheoryGames-learningtheoryappearedinearly1980s.FirstintegratingvideogameinthedesignofteachingbyBowman,andthenDriskell,Dwyet,Braceymorelearnersstudytheapplicationofgamesinteaching.Gamingreferstostudentswhostudyintheteachingwiththemethodofthegamestolearn.Gamegenerallyincludestheactivitiesandteachingtwotypesofwordgames.Teacherswithstudentsofnaturalinterestsportpsychology.Thoughthegame,thestudents’learningcontentincreasedmoreinteractiveelementsinateachingenvironment,madethelearningprocessmorelivelyandinteresting.Thus,gettingridofthetraditionalteaching,one—wayexplanationmodeislearningenvironmentchanging,relaxedcheerfulandmoreconducivetocultivatethestudent'ssubjectivity,creativityandpluralisticintelligencequality.Gamelearningtheoryisalsoanimportantcharacteristicandflippingtheclassroomteachersisinfamiliarwiththegametheory.Onthebasisofthegamedesignstrategiesandlearning,flipdesignelementscombineclassroompatterns.3.TheapplicationoftheFCMinCollegeEnglishTheflippedclassroomispopularincollegeEnglishteaching.Andtheteachershavetheteachingdesignoftheflippedclassroom.Inthischapter,theteachingdesignoftheflippedclassroomisintroduced,

andthecharacteristicsofthetaskintheflippedclassroomareintroduced,too.3.1TheteachingdesignoftheFCMOnthebasisoftheflippedclassroom,itisdesignedanewtypeofteachingplanbasedonthesituationofthecollegeEnglish.Fromtheclassresourcesdevelopmentandinteractionofclassautonomouslearning,communicationontheclass,teachers’feedbackevaluationandexperiencesummedupfivelinks,teacherscansetouttodesignthecollegeEnglishclassroomteachingplan.Here,itisintroducedhowtostartwiththefivelinkstoblendinflippedclassroomeffectivelyincollegeEnglishteachingprocessandhowtoimprovethestudents'foreignlanguagelevel.3.1.1.ThedevelopmentofclassresourcesFirstofall,teachersneedtocleartheteachinggoalandteachingeffectiveness.

Accordingtothecharacteristicsoftheteachinggoalandthestudents’features,theteachercandesignanddevelopcourse-warelearningresources.Learningresourcescanincludeteachingvideos,audio,textandavarietyofforms,suchasPPT.Theteachingvideoisthemostcommonlyusedintheflippedclassroomteaching.

Thevisualandauditoryhelptodeepentheunderstandingofthecontentandthestudents’memory.Theteachersneedtoprepareforabout15minutesteachingvideobeforetheclassinordertohelpstudentstolearnbythemselvesbeforeclass.Videoshouldbeshortandthelengthshouldbecontrolledinanacceptablerange.Ifthevideoistoolong,itwillcausethatitisdifficultforstudentstodigest.Inaddition,thecontentofthevideoshouldbetargetedandshouldtrytodiscussandexplainknowledgepoints.Theselectionofmaterialsisdecidedbytheteachersinthebasisoftheirneedandthenetworkteachingresources,suchastheprocessofproductionneedstotakeintoaccountthestudents'cognitiveregularityandcharacteristicsandadapttodifferentstudents'languagelevel,learningstylesandlearninghabits.Forvisuallearners,itisamoreeffectivewaytoshowtheimageandpresentationandthelightvolumelearners.Learningresourcesshouldbemorefocusedonthesound.Ifthestudents'languagefoundationisnotverygood,theteachersshouldbeappropriatetoreducethedifficultyofthelanguageusedintheteachingvideo.Inanutshell,extracurricularlearningresourcesneedtomatchthestudents'languageproficiencyandcognitivecharacteristics.3.1.2LearningautonomouslybeforeclassAutonomouslearningbeforeclassisanimportantpartoftheflippedclassroom.Beforeclass,studentswatchtheteachingvideo.Intheprocessofautonomouslearning,youcanstopvideo.Watchitagainatanytime.Itcanbethoughtitaboutthroughtakingnotestorecordthedifficultiesbeforeclass.Forthestudentswholackofself-discipline,itisaseriousproblemtosolvehowtoensuretheeffectofautonomouslearning.3.1.3CommunicationbetweeneachotherinclassFlippedclassroomistheforeignlanguageclassroombychangingtheplaceofknowledgepassionintoteachersandstudentsinteraction.Theteachershaveplentyoftimetocommunicatewithstudentsinclass.InthecollegeEnglishteaching,teacherscanorganizeanddesignavarietyoftypesoflanguageskillstrainingactivitiestohelplearnerstodigestandabsorbthenewknowledgeofextracurricularlearning.Inparticular,intheformofclassinteraction,wecantrytodiversify,interactionbetweenteachersandstudentsincludingtroubleshooting,one-on-onepersonalizedcounseling,groupcounseling,groupguidance,jobcounseling,someproblemsingrammarlearningwhilesomestudentssufferfromEnglishpronunciationandintonationmistakes.Teacherscanmakeuseofclasstimetostarttoanswerquestionsonebyone.Accordingtodifferentstudents'learningproblems,theteachercanprovideamoretargetedpersonalizedcoaching.Formulatespecificfeasiblelearningsolutions.Interactionbetweenstudentsandstudentsincludesgroupdiscussions,grouppracticeandsoon,whichstrengthensstudentstounderstandandmasterthelanguagepointstothecompleteabsorptionprocessofinternalizationofknowledge.Teacherscanarrangestudentstopracticethecontentbeforeclasstasksintheclassroom.Tohelpstudentstounderstandwhattheyhavelearnedknowledge,butalsocanorganizeagrouptodiscussanddebatespeech.Roleplay,guessinggamestotrainstudentstousethelanguageskillstocommunicateinordertomakeclassroomlearningbecomemoreinteresting.ThecaseoftheFCMincollegeEnglishThepaperisstudying“friendship”asanexample,whichpublishedbyShangHailanguageeducationCollegeEnglish.ItwillbeexploredtheoperationtheflippedclassroomofincollegeEnglish.Step1.Makingamicro-lecturevideobeforeclass.Theteacherneedstomakeamicro-videoabout15to20minutes.First,theteachercanuseaquote“AtruefriendisonesoulintwobodieswhichcomesfromAristotle,theteachercanusequotetoleadtothemofthete