Experimental Report on the Effect of Flip Class Teaching Model on College English Writing Based on Microclass

摘要

This study attempts to use the teaching model of flipping class based on micro courses to investigate whether there is a significant difference between the experimental class and the reference class in the writing output ability of the two reading and writing teachers through the classroom experimental for 4 weeks about the knowledge point of four units. The results show that (1) there is no significant difference in the student's writing scores in the 14th grade improvement class 1 of experimental class and the improvement class 2 of reference class; (2) there are significant differences in student's writing scores between the experimental class and the reference class in the 14th parallel classes.