【6h】

Implementing the flipped classroom approach in primary English classrooms in China

机译:在中国小学英语课堂中实施翻转课堂教学法

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摘要

The present study was conducted to investigate the use of a flipped classroom in primary EFL classrooms in China. It is quasi-experimental research examming flipped and non-flipped classrooms in teaching English vowel letters in a primary school in China. Specifically, the researchers aimed at finding out the participating students' and teachers' perceptions towards the flipped classroom approach, whether it could be an approach for making students more engaged in their learning, and if it could enhance students' learning. Four classes of Primary 4 students (the flipped classroom approach was adopted in two classes and a traditional teacher-instructed method was used in the other two classes) were involved. Students in the two flipped classes learnt the English vowel letters by watching lecture videos before face-to-face lessons. On the other hand, students in the two non-flipped classes learnt the five vowel letters through a teacher-instructed approach in face-to-face lessons. Before the implementation of the study, a pre-test was administered to the students to find out their background knowledge. At the end of the study, a post-test was conducted to see if there was any gain in the scores obtained by the students. Qualitative data were also collected by eliciting opinions about the flipped classroom approach from the participating students and teachers. Implications for teaching and further research are drawn at the end of this paper.
机译:本研究的目的是调查在中国小学英语课堂中翻转教室的使用情况。这是在中国一所小学进行英语元音字母教学的准实验研究,旨在研究翻转和不翻转课堂。具体而言,研究人员旨在找出参与活动的学生和老师对翻转课堂方法的看法,这是否可以使学生更加参与学习,以及是否可以提高学生的学习能力。涉及了四个班级的小四学生(两个班级采用了翻转课堂教学法,而其他两个班级则采用了传统的教师指导方法)。两个翻转班级的学生通过在面对面课程前观看讲座视频学习英语元音字母。另一方面,两个非翻转班的学生在面对面的课程中通过教师指导的方法学习了五个元音字母。在进行研究之前,对学生进行了预测试,以了解他们的背景知识。在研究结束时,进行了后测,以查看学生获得的分数是否有所增加。还从参与的学生和老师那里获得了关于翻转课堂方法的意见,从而收集了定性数据。本文的结尾对教学和进一步的研究产生了影响。

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