Abstract
摘要
Contents
1 Introduction
1.1 Background of the study
1.2 Purpose and significance of the study
1.3 Organization of the thesis
2 Literature Review
2.1 Definitions and features of FCM
2.1.1 Definitions of FCM
2.1.2 Features of FCM
2.2 Researches of FCM at home and abroad
2.2.1 Researches abroad
2.2.2 Researches at home
2.3 Theoretical support of FCM
2.3.1 Bloom’s Taxonomy of Educational Objectives
2.3.2 Construetivism
3 Methodology
3.1 Elements and approaches of FCM in reading and writing class
3.1.1 Elements of FCM in reading and writing class
3.1.2 Approaches of FCM in reading and writing class
3.2 Research questions and hypothesis
3.3 Research methods
3.3.1 Subjects
3.3.2 Instruments
3.3.3 Procedures
3.3.4 Date Collection
3.4 Experimenting
3.4.1.Teaching design on flipped classroom
3.4.2 Practical approaches in reading andwriting in FCM
3.5 Summary
4 Results and Discussion
4.1 Analysis of the results of achievement tests
4.1.1 Analysis of the results of pro-test
4.1.2 Analysis of the results of post-test
4.2 Analysis of the results of questionnaires
4.2.1 Analysis of the results of reading questionnaire in FCM
4.2.2 Analysis of the results of writing questionnaire in FCM
4.3 Analysis of the results of interview
4.4 Reasons for performance differences in grades and attitudes
4.4.1 Significance of the application of FCM to reading and writing class
4.4.2 Feasibility of introducing FCM to reading and writing class
4.5 Summary
5 Conclusion
5.1 Major findings
5.2 Implications
5.2.1 Pedagogic implication for teacher
5.2.2 Pedagogic implication for learners
5.3 Limitations
5.4 Suggestions for further study
5.5 Conclusion
Bibliography
Acknowledgements
攻读硕士学位期间发表的论文
声明
Appendix