ABSTRACT
摘要
CONTENTS
List of Figures
List of Tables
Chapter One Introduction
1．1 Background of the Study
1．2 Purpose and Significance of the Study
1．3 Research Hypothesis
1．4 Outline of the Research
Chapter Two Literature Review
2．1 Review of Flipped Classroom
2．1．1 Definition of Flipped Classroom
2．1．2 Methods of Flipped Classroom
2．1．3 Research of Flipped Classroom at Home and Abroad
2．2 Review of Formative Assessment
2．2．1 Definition of Formative Assessment
2．2．2 Methods of Formative Assessment
2．2．3 Research of Formative Assessment at Home and Abroad
2．3 Theoretical Foundation
2．3．1 Background information of the Communicative Approach
2．3．2 The Essence of the Communicative Approach
2．3．3 Three Theories Embraced in the Communicative Approach
Chapter Three The Present Study
3．1 Research Design
3．1．1 Research Questions
3．1．2 Research Objects
3．2 Practice of Flipped Classroom Teaching
3．2．1 Checking Students’ Autonomous Learning
3．2．2 Problem Exploring
3．2．3 Offering Resources for Students’ Task-based Learning
3．3 Instruments
3．3．1 Test
3．3．2 Questionnaire
3．3．3 Observation
3．3．4 Interview
3．3．5 Data Collection
Chapter Four Research Results and Discussion
4．1 Research Results
4．1．1 Results of Questionnaires
4．1．2 Results of Tests
4．1．3 Results of Interview
4．2 Discussion
4．2．1 Enhancement of Students’ English Proficiency
4．2．2 Improvement of Students’ Comprehensive Learning Ability
Chapter Five Conclusion
5．1 Major Findings
5．2 Implications of the Study
5．3 Limitations of the Study
Bibliography
Appendix
Acknowledgments
声明
