At present, because of the insufficiency of teachers’ practical teaching ability andthe limitation of the teaching condition, teaching quality is far from meeting the needsof social development. In the practical teaching, teachers also use translating teachingmethod. This kind of teaching method makes the students perform in the passiveacceptance status and cannot meet the psychological characteristics and agecharacteristics of primary school students, so students are tired of learning English.However, there are only three English classes every week. In the present society,students do not have enough language environment. Therefore, the students have fewopportunities to listen to English, speak English and practice English, which is generallack of English learning environment.Professor Yu Shengquan points out that the promulgation of the Ten YearDevelopment Plan of Education Informatization and the transformation of educationaltheory explained that the idea of educational development should be transformed fromtheoretical teaching to practical application (Yu, 2015). Similarly, the New EnglishCurriculum Standard points out the direction for the reform of English teaching andlearning. It pays attention to cultivating students’ interest in learning English andadvocating combining the technology with learning, which can broaden the channelsof learning and achieve the autonomous learning of the students.
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Chapter Two Literature review
2.1 The definition of flipped classroom
Flipped classroom is a form of making students learn knowledge online bywatching video at home and the homework is done in class with teachers andclassmates. In the flipped classroom, students watch teaching video at home. In class,students conduct cooperative learning with teachers and classmates. The role of theteacher in the flipped classroom is a learning facilitator, who is able to workone-to-one with students, clarify assignments and provide help for students’ need. Amajor benefit is that teachers spend more time in working directly with students ratherthan lecture to them (Song, 2014). In this kind of teaching mode, the student can focusmore on the initiative learning in the classroom. Meanwhile, the student will studyand solve problems by themselves. Therefore, the student will get a deeperunderstanding of the knowledge. After class, the student plans the learning rhythm,learning style and the way to present knowledge independently. The teacher can meetthe needs of students and promote their autonomous learning through the teaching ofthe class. The student can gain more intuitive learning process through the flippedclassroom teaching mode (Huang, 2013). According to Song (2014) and Huang(2013), the flipped classroom teaching mode is different from the traditionalclassroom teaching mode in that it encourages the students to make their own pace inlearning knowledge before class. Instead of teaching knowledge in class, the teacherorganizes activities to help students complete the internalization of knowledge byThemselves.2.2 Theoretical basis
The constructivism learning theory holds the opinion that knowledge is taught bythe teacher. Also the learner can get knowledge under a certain social and culturalbackground with the help of teachers and their learning partners. The learner acquiresknowledge, which is obtained by means of meaningful construction (He, 1997). Theclassroom teaching activity of the flipped classroom is completely in accordance withconstructivism learning concept. The development of the flipped classroom is helpfulfor the student to autonomous learning.In addition, the role of the teacher in the flipped classroom is also in line with theposition in constructivism. Constructivism believes that the role of the teacher is afaithful supporter of the construction of knowledge about students. It changes the rolefrom an initiator to a partner (Zhou, 2015). The flipped classroom reduces theauthority of the teacher by letting
