基于微视频的翻转课堂在高中英语语法教学中的应用研究 75页

＾ｍ 分类号：学校代码：10165密级：学号：201611020235硕士学位论文基于微视频的翻转课堂在高中英语语法教学中的应用研究AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching作者姓名：张雅婧学科、专业：学科教学（英语）研究方向：教育硕士导师姓名：国华2018年6月 AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingZhangYajingAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2018 辽宁师范大学硕士学位论文摘要随着我国经济的发展和网络时代的到来，英语教学也在不断地适应时代的要求。语法作为英语的基本要素之一，在英语语言学习中一直受到广泛关注。随着课程改革的不断推进，语法教学也暴露出许多问题，比如学生倾向于死记硬背，无法将所学到的语法知识自如地应用到特定的语境当中去；教师的语法教学方法单一、老套，扼杀了学生的学习兴趣等。传统的语法教学亟待改进。近年来翻转课堂在国外兴起并传入我国，它颠覆了传统课堂的教学顺序，加上我国网络教育平台的迅速发展，为学生和教师提供了丰富的教学与学习资源。这种全新的教学模式能否改善高中英语语法教学的效果是一个值得探究的课题。本研究以建构主义学习理论、掌握学习理论以及新媒体背景下发展起来的“微学习”理论为理论依托，将翻转课堂教学模式和微视频相结合应用到高中语法教学中，采取定量和定性的方法探讨以下三个问题：（1）翻转课堂对学生英语语法成绩的影响如何？（2）学生对英语语法学习的积极性和自主性有哪些改变？（3）学生对翻转课堂的反馈是怎样的?本文基于对翻转课堂以及微视频资源使用的相关理论和实践应用的研究，以笔者所任教的两个班级为研究对象，实验班采用翻转课堂，控制班采用传统语法教学，采用实验法、问卷调查法、个别访谈法和教师日志等对研究对象进行了为期半年的实验教学。共进行了两次语法测试，两次综合测试，两次问卷调查和三次的个别访谈，最后采用社会科学统计软件（SPSS.20）对所得数据进行统计和分析。研究结果显示，基于微视频的翻转课堂语法教学受到了学生的广泛欢迎和认可。这种新的教学模式明显地提高了学生的语法成绩，有效地促进了语法在语言技能中的运用，进而提高了学生的综合语言能力，包括听、说、读、写等方面。课前的自主学习以及课堂上的各种活动、自我探究和合作学习等很大程度上满足了学生的个体需要，更有效地解决了学习语法中遇到的问题和困难，改善了学生对英语语法学习的态度，提高了学生的兴趣和自信，培养了学生的自主学习和合作学习能力以及竞争意识等。除此之外，笔者对基于微视频的翻转课堂中可能存在的问题提出了一些建议，希望能对翻转课堂的采用和研究提供参考。关键词：翻转课堂；微视频；高中英语语法教学I AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingAbstractWiththedevelopmentofeconomyandthearrivalofnetworkerainourcountry,domesticEnglishteachinghasbeenreformedtomeettheneedsoftimes.Asoneofthemostfundamentalfactors,grammarhasalwaysgotwideattentioninEnglishlanguagelearning.Ascurriculumreformisdeepened,alotofproblemsinseniorhighschoolgrammarlearningandteachingaregettingexposure.Forexample,manystudentstendtomechanicallymemorizegrammarknowledgewithouttheabilityofapplyinggrammartospecificcontexts.Inaddition,thegrammarteachingmethodadoptedbyteachersissimpleandstereotypical,whichstiflesstudents’interestingrammarlearning.Thetraditionalgrammarteachingisinurgentneedofimprovement.Inrecentyears,flippedclassroomwhichreservesthesequenceoftraditionalclassesemergedabroadandwasintroducedintoourcountry.Inaddition,therapiddevelopmentofnetworkeducationplatformsinourcountryprovidesabundantlearningresourcesforstudentsandteachers.Itisavaluableissuetoexplorewhetherthisnewteachingmodelofmicro-video-basedflippedclassroomcanexertsomepositiveinfluenceonseniorhighschoolEnglishgrammarteaching.Basedonconstructivismlearningtheory,masterylearningtheoryand“microlearning”theoryemerginginthenewmediaenvironment,thisresearchappliesacombinationofflippedclassroomandmicro-videostoseniorhighschoolEnglishgrammarteaching.Qualitativeresearchandquantitativeresearchareusedtoanswerthefollowingthreequestions:(1)whateffectsdoesthemicro-video-basedflippedclassroomhaveonseniorhighschoolstudents’Englishgrammarachievements?(2)whatchangeshavetakenplaceintermsofstudents’enthusiasm,initiativeaboutEnglishgrammarlearning?(3)Whatisstudents’feedbackonthemicro-video-basedflippedclassroom?Anexperimentalteachingstartsafterananalysisoftherelevanttheoriesresearchesandpracticalapplicationaboutflippedclassroomandmicro-video.Researchparticipantsarethestudentsoftwoclassestaughtbytheauthor.Theexperimentalclassistaughtinflippedclassroommodelwhilethecontrolclassreceivesthetraditionalteaching.Andduringthisresearchprocess,severaltypesofresearchinstrumentsareadopted,namelytests,questionnaires,interviewsandteachingjournals.SPSS.20isusedtoanalyzetherelevantdata.Someconclusionsaredrawnaftertheanalysisoftheresultsoftwogrammarquizzes,twocomprehensivetests,twoquestionnairesandthreeinterviews.Asresultsofresearchshowthatthemicro-video-basedflippedclassroomgrammarteachingispopularwithmoststudents.Thisnewteachingmodelcanobviouslyimprovestudents’grammarachievements.Itpromotesstudents’applicationofgrammarinlanguageskills.Therefore,studentsprogresstogettheircomprehensivelanguageabilitygreatlydeveloped,includinglistening,speaking,readingandwriting.Besides,variousactivities,selfII 辽宁师范大学硕士学位论文explorationpluscooperativelearningduringclassandtheautonomouslearningbeforeclassgreatlymeetstudents’individualneedsandsolveproblemsanddifficultiesencounteredduringgrammarlearningsothatstudents’attitudegetschanged,aswellastheirinterestandconfidenceingrammarlearningareimproved.Furthermore,students’cooperativeplusautonomouslearningabilityandcompetitionawarenessobtaingreatdevelopment.Intheend,someadviceandreferencesfortheapplicationandafurtherstudyofflippedclassroomarediscussed.Keywords:flippedclassroom;micro-video;seniorhighschoolEnglishgrammarteachingIII AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingContents摘要...........................................................................................................................................IAbstract.....................................................................................................................................II1Introduction.........................................................................................................................11.1BackgroundoftheResearch..........................................................................................11.2PurposesandSignificanceoftheResearch....................................................................41.3OrganizationoftheThesis.............................................................................................52LiteratureReview................................................................................................................62.1OverviewonFlippedClassroomBasedonMicro-videoResources.............................62.1.1Micro-video..........................................................................................................62.1.2Micro-video-basedFlippedClassroom................................................................72.2TheoreticalBasis..........................................................................................................102.2.1ConstructivismLearningTheory........................................................................112.2.2MasteryLearningTheory...................................................................................122.2.3Micro-learningTheory.......................................................................................122.3StudiesonFlippedClassroomatHomeandAbroad...................................................133ResearchMethodology......................................................................................................173.1ResearchQuestions......................................................................................................173.2ResearchParticipants...................................................................................................173.3ResearchInstruments...................................................................................................183.3.1Tests....................................................................................................................183.3.2Questionnaires....................................................................................................183.3.3Interviews...........................................................................................................193.3.4TeachingJournals...............................................................................................193.4ResearchProcedure......................................................................................................203.4.1Pre-tests..............................................................................................................203.4.2ExperimentProcedure........................................................................................203.4.3Post-tests............................................................................................................223.5DataCollection.............................................................................................................234ResultsAnalysisandDiscussion.......................................................................................244.1AnalysisofResearchResults.......................................................................................244.1.1ResultsofPre-testandPost-test.........................................................................244.1.2ResultsofQuestionnaires...................................................................................264.1.3ResultsofInterviews..........................................................................................284.2Discussion....................................................................................................................304.2.1EffectsonStudents’EnglishGrammarAchievements......................................304.2.2Students’ImprovementofAttitudestowardsGrammarLearning.....................314.2.3Students’FeedbackonFlippedClassroomGrammarTeaching........................325Conclusion..........................................................................................................................335.1MajorFindings.............................................................................................................33IV 辽宁师范大学硕士学位论文5.2PedagogicalImplication...............................................................................................345.3LimitationsoftheStudy...............................................................................................355.4SuggestionsforFurtherStudy......................................................................................36References................................................................................................................................37Appendixes...............................................................................................................................39Acknowledgements..................................................................................................................65V 辽宁师范大学硕士学位论文1IntroductionWiththedevelopmentofscienceandtechnology,avarietyofnetworklearningresources,suchasallkindsoflearningwebsites,mobilephoneapplicationAPPsandteachingvideosnetworkemergeinanendlessstream,providingrichlearningresourcesandmoreconvenientlearningconditionsforstudents,alsoprovidingteacherswithbroaderteachingideas.Andtheapplicationofthemicro-video-basedflippedclassroomteachingmodelbasedonthisbackgroundhasbeenattractingwidespreadconcernsandattentionathomeandabroadinrecentyears.IthasbeenexertinggreatinfluenceonthereformofbasiceducationinChina,whichhighlightsthespiritofChina"snewroundofcurriculumreformregardingstudentsasthecenterandasthemainbodyduringlearning,emphasizingstudents"autonomouslearningandcooperativelearning.Atthesametime,Englishteachinghasbeenreformedtomeettheneedsoftimes.Asoneofthemostfundamentalfactors,grammarhasalwaysgotwideattentioninEnglishlanguagelearning.Ascurriculumreformisdeepened,alotofproblemsduringseniorhighschoolgrammarlearningandteachingaregettingexposure.Asfarastheseproblemsareconcerned,theinnovationandreformofEnglishgrammarteachingarethekeyanddifficultpointsinseniorhighschoolEnglishteachingreform.Therefore,thisresearchattemptstoapplyaconnectionoftheflippedclassroomandmicro-videoresourcestoseniorhighschoolEnglishgrammarlearningandteachinginordertoprovideamoresuitablegrammarlearningandteachingmethod.1.1BackgroundoftheResearchAseconomyandtechnologydevelopandglobalizationspeedsupcontinually,inordertomakeEnglishcompulsoryeducationtomoreextentmeettheneedsofthetimes,ChinapromulgatedanewEnglishcurriculumstandard,whichrequiresthatweshouldtendtooptimizestudents"learningmethods,toimprovestudents"self-learningabilityandtohelpstudentsachievetheformationofpersonalitylearningstylesbylearningtouseavarietyofmultimediaandinformationresourcesandbybroadeningthelearningchannels.Inparticular,thecultivationandimprovementoftheabilityofautonomouslearningofstudentsdeserveourmoreattention.Inaddition,highschoolstudentsalsoshouldformtheirownlearningstrategiesbasedonthelearningneedsandcharacteristicsoftheirown(TheNewCurriculumStandard,2008:19-21).Sofar,withthefurtherdevelopmentofelectronictechnology,thisrequirementguidesstudentsandteacherstomakefulluseoftherichnetworkresourcesandscientificmeansinordertofindthemoresuitablemeansandmethodsoflearningandteaching.Atthesametime,accordingtothenewcurriculumstandard,teachersshouldmakefulluseofmodern-1- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingeducationaltechnologytobroadenthewaysoflearningEnglish,toimprovestudents’learningmethodsandtoimprovetheirlearningefficiency.Byusingcomputerandmultimediateachingsoftware,teachersareexpectedtoexplorenewteachingmodelstopromotestudents"individuallearning.Englishnewspapers,radiosandtelevisions,librariesandcyberresourcesallcanbedevelopedtocreatetheindependentlearningenvironmentforstudents.EnglishteachersarealsoexpectedtolearnmoderneducationtechnologytodevelopandrationallyutilizethemoderninformationtechnologyandadvancedEnglishteachingresources.IntegrationofmoderninformationtechnologyandEnglishteachingwillbeontheway(TheNewCurriculumStandard,2008:21).WiththeadvancingofEnglishteachingreform,ourhighschoolEnglisheducationhasmaderemarkableachievements.However,underthecollegeentranceexaminationsystem,mostoftheschoolsandteachersstillpaymoreattentiontothestudents’scoresaboutknowledgepoints.Theatmospherethatteachersspeakandstudentslistencausesstudentstoputmoreweighttolanguageknowledgeandformsandlesstocommunicationabilityandautonomousinquiryability.Cooperationandinnovationabilitycannotbedevelopedwell.Atthesametime,thequalityofteachersneedstobefurtherimprovedtobetteradapttotheteachingrequirementsoftheinformationages.Forexample,teacherscanmakefulluseofcomputersandothermultimediateachingsoftwaretocreateandprovidericherlearningmethodsandlearningcontentforstudents.Therefore,manyproblemsarestillexistinginthecurrentseniorhighschoolEnglishteaching,whichdon’tcopewiththerequirementsofNewCurriculumStandard.Thissituationdeservesourfurtherthinkingandexplorations.Grammar,whichistheessentialknowledgeandskillduringEnglishlearning,takesupthefundamentalposition.Therefore,theinnovationandreformofEnglishgrammarteachingarethekeyanddifficultpointsinseniorhighschoolEnglishteachingreform.AccordingtotheNewCurriculumStandard,thetendthatvocabularyandgrammararegiventoomuchattentionwithstudents’languageapplicationabilitybeingignoredshouldbechanged(TheNewCurriculumStandard,2008:8).However,intheactualteaching,theretosomeextentaretwoextremesintheteachingofEnglishgrammar.One,undertheinfluenceofcommunicativemethodandtask-basedteachingmethod,brieflyisthatteacherspaytoomuchattentiontothestudents"communications,whereasignoregrammarknowledge.Althoughtheseteachingmethodsemphasizestudents’languagecommunicativeability.Thesituationthatthefundamentalroleofgrammarknowledgeisdeniedleadstothedeclineofstudents"languageaccuracy.However,Chomsky(1979)believesthatlanguageisasystemdominatedbytherules,andtheserulesexactlyaregrammarrules.Everyday,peopleusetheserulestocreatenewsentencesandunderstandthesentencestheynevertouchedandheard.Differentlanguageshavedifferentgrammaticalrulesforforeignlanguagelearners.WedonothaveEnglish-2- 辽宁师范大学硕士学位论文languageenvironmentlikenativespeakersofEnglishandcannotaccesstoadequatelanguagematerialsandcontexts,therefore,wemustabidebythegrammarrulestocontinuetocreateasentencewenevertouchedbefore.However,atthesametime,therulesalsohaverelativeflexibility.Butthisflexibilitycanbeachievedonlyonthepremisethatweabidebythebasicrules.Onlytherulesaremasteredcanweconvertthembetweennativeandforeignlanguages.Rivers(1988:1-9)believeslearnershavemuchdifficultiesinexpressingtheirideaswithoutfirmlymasteringlanguagestructures.Therefore,onlybymeansofgrammarrulescanwefluentlyexpressourselves.Thisshowsthatgrammarteaching,asanindispensablepartofEnglishteaching,cannotbedeniedorignored.However,theotherextremesituationwheremostEnglishteacherspaytoomuchattentiontogrammarrulesandstructuresprobablyisthemostcommoninChina.Thesingleteachingformandtheboringcontentleadtostudentshavingmuchdifficultiesinunderstandingthegrammarrules,letaloneintheactualcommunicationinreallife.Studentscannotattainrequirementsinfluencyoflanguage.Generallyspeaking,themostcommongrammarteachingandlearningsituationtendstobethesecondextremeinseniorhighschoolsofourcountrywheremostEnglishteachersgivemoreweightonaccuracy,butlessonfluency.Studentstendnottobeabletofreelyapplythegrammarpointstheyhavestudiedtolistening,speaking,readingandwriting.ThisisclearlynotuptotherequirementsoftheNewCurriculumStandardandcannotattainEnglishproficiencyrequiredinthenewera.Actually,duringtheefficientandeffectiveforeignlanguagelearning,thelanguageaccuracyandfluencydeservethesameattentionlikethetwosidesofacoin.Onlythesameemphasisisputtothelanguagefluencyandaccuracycantheefficiencyandeffectivenessoflanguagelearningbeimproved.Afteranalyzingvariousviewsongrammar,Ellis(2006)putforwardthattwomainproblemsneedtobesolvedingrammarteaching.Oneproblemisthatlearnershavedifficultiesinunderstandinggrammarstructures,theotheroneisthatlearnersgettroubleinpreciselyapplyinggrammarstructurestothecommunicationsinreallife.Atpresent,wegotproblemsbothinthesetwoaspectsintermsofgrammarteachingathighschooleducationstageinourcountry.Themainreasonslieinthefollowingtwopoints:(1)someteachersignoreEnglishgrammarundertheinfluenceofcommunicativemethodandtask-basedteachingmethod,whereasmostteachersexplaintoomuchandgivetoolittletimetostudentstoautonomouslyconstructwhattheyhavelearned.Therefore,studentsmaynothaveadequateunderstandingaboutwhatteachershavetaughtinclass.Andafterclass,theydon’tdaretoaskteachersorclassmatesforhelp.Underthisatmosphere,thedeviationaboutknowledgecouldtosomeextentexist.Atthesametime,teacherstendtoteachthesameknowledgeinthesamewaytoallthestudentsinoneclass.However,studentshavedifferentcognitivestrategiesandcognitiveabilityfromeachother.Thissituationwhereteachersignorestudents’individualdifferencesmayleadtoabiggergapbetween“good”studentsand“bad”ones.(2)The-3- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachinglanguageenvironmentawarenessofteachersisinadequate.Theemphasisoninternalizinggrammarinsomecontextsisnotenough.Therefore,althoughstudentsunderstandgrammarswell,theycannottransitthemtothenewsituations.Eventually,theirleaningisstillpoor.BasedontheaboveproblemsexistinginseniorhighschoolEnglishteachingandEnglishgrammarteachingorlearning,wearesupposedtoimprovethewaysoflearningandteachinggrammarthataredifferentfromthetraditionalones.Flippedclassroom,anewteachingmodelfirstemergedintheUnitedState,wasintroducedintoourcountryinrecentyears.Thesocalledflippedclassroomistoflipthetraditionalclassthroughstudentsstudyingindependentlybeforeclasswiththehelpoftherichnetworkmicro-videosorotherresourcesanddiscussingwithteachersorclassmatesinclasstoissuetheproblemsencounteredbeforeclass.Itisamorehelpfulwayforstudentstointernalizeandapplywhattheyhavestudied.Atthesametime,theabilityofcooperativelearning,inquirythemselvesandproblem-solvingabilitycancontinuallygetimproved.Inrecentyears,theriseofmicro-videosand“flippedclassroom”providesanewideaforgrammarteaching.Simultaneously,thehigh-speeddevelopmentofnetworkandtechnologycreatesaconvenientconditionforcombiningthemicro-videosandflippedclassroom.Studentswillneveronlybetrappedinclassroom,textbooksorteachersanymore.Sothisresearchtriestousetheflippedclassroombycombiningmicro-videosandgrammarteachingtoattachmoreimportancetoautonomouslearningandlanguageapplicationofstudents.Andtheeffectwasstudiedbyempiricalmethods.1.2PurposesandSignificanceoftheResearchBasedontheexistingproblemsandshortcomingsinseniorhighschoolgrammarteachinginourcountryandallkindsofresearchesonflippedclassroomathomeandabroad,thispaperattemptstostudytheinfluenceofflippedclassroombasedonmicro-videoresourcesonseniorhighschoolEnglishgrammarteachingandlearning.Andsomeproblemsandmeasuresencounteredintheprocessofresearchwillbediscussedtofindarelativelybetterwayofteachinggrammarforseniorhighschoolstudentsandteachers.DecadeYearsDevelopmentPlanofEducationInformatization(2011-2020)proposedadevelopmentaiminwhichthecombinationofinformationtechnologyandeducationissupposedtobesignificantlyimprovedduetotheuniqueadvantagesofmoderninformationtechnology.Theflippedclassroombasedonmicro-videoscomplieswiththedevelopmentofeducationinformatization,however,therestillaremanyobjectiveproblemsthatwewillencounterinourrealclasses,suchastheshortageofelectronicequipment,thequalityofteachers,theautonomouslearningabilityofstudentsandsoon.Theseallareunknownchallengesduringimplementingthisnewmodel.Facingthesechallenges,manypeoplethink-4- 辽宁师范大学硕士学位论文itisdifficulttoachievetheidealteachingeffectsanddoubtwhetherit’sfeasibleinChineseclasses.Butwhatweneedtoknowisthatchallengemeanschance.Thereformcannotcometrueifweareafraidofallkindsofchallengesandproblems.Therefore,thisempiricalstudyistodemonstratethefeasibilityoftheflippedclassroomandtoexplorethepossibleproblemsandmeasuresduringtheapplicationofflippedclassroominseniorhighschoolEnglishgrammarteaching.Specifically,thisresearchisconductedtoverifywhethermicro-video-basedflippedclassroomexertssomepositiveinfluenceonstudents’grammarachievements,aswellaswhethersomepositivechangescantakeplacewithregardtotheirinterestandattitudestogrammarlearningplustheircooperativeandcompetitionability.Itisexpectedthatthisresearchisabletoprovidesomeideas,suggestionsandreferencesforEnglishteachers,learnersoreventheeducationreformsinourcountry.1.3OrganizationoftheThesisThisthesisisdividedintofivepartsincludingintroduction,literaturereview,methodology,dataanalysisanddiscussions,aswellasconclusions.ChapteroneisabriefintroductionwhichmainlydescribesthebackgroundofthisresearchfocusedonsomeobjectiveproblemsinourcurrentEnglishgrammarteaching,aswellastheimportanceofmicro-video-basedflippedclassroomunderthebackgroundofnetworkera.Besides,purposesandsignificanceofthisresearchaswellasorganizationofthethesisareconcludedinthispart.Chaptertwocontainsliteraturereviewwhichmainlyexplainstwoterms,respectivelybeingmicro-videosandthemicro-video-basedflippedclassroom,brieflypresentsthreemaintheoreticalbasis,andchieflysummariessometheoriesresearchesandpracticalapplicationaboutmicro-video-basedflippedclassroomathomeandabroad,especiallyseveralresearchesinEnglishteaching.Theseallserveforillustratethefeasibilityofflippedclassroombasedonmicro-videoresourcesappliedtoseniorhighEnglishgrammarteachingandlearning.Andsomepointswhichwereunseenbypreviousresearchersalsodeserveourmoreattention.Chapterthreepresentsthemethodologyofthisresearch.BasedonnecessarytheoreticalknowledgeandthepracticalEnglishgrammarteachinginseniorhighschool,theexperimentalobjectives,participants,instrumentsandprocedurearedescribedindetail.Chapterfourinvolvescollectingandanalyzingthedataoftests,interviewsandquestionnaires,aswellasdiscussingthemainresultsofthisresearch.Chapterfiveisaconclusionwhichatlargesummariesthemainfindingsofthisresearch.Besides,instructionimplicationaboutgrammarteachingandsomenoticesduringimplementingmicro-video-basedflippedclassroom,somelimitationsofpresentresearchandpossiblesuggestionforfutureresearchwillbecontained.-5- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching2LiteratureReviewBeforeconductinganexperimentteaching,someconceptionsaboutthemicro-video-basedflippedclassroomshouldbeclear.Andsometheoreticalbasisandsomeresearchespluspracticalapplicationathomeandabroadwithrespecttothisaspectaredemonstratedinthisparttolayasolidfoundationforthelaterresearch.Sothischapterfirstintroducestheconceptandcharacteristicsofmicro-videoandtheconnotationandthebriefimplementationprocessofmicro-video-basedflippedclassroom.Thenthetheoreticalbasisofthisteachingmodelwillbepresented,whichlaysasolidfoundationforlaterresearches,namely,constructivismlearningtheory,masterylearningtheoryproposedbyAmericaneducationalpsychologistBloom,and“microlearning”theorywhichwasfirstproposedbyacademiccirclesin2004.Besides,thischapterreviewssomepreviousstudiesontheapplicationofflippedclassroominvarioussubjects,especiallyinEnglishteaching.2.1OverviewonMicro-video-basedFlippedClassroomThisthesisfocusesontheapplicationofmicro-video-basedflippedclassroominseniorhighschoolEnglishgrammarteaching.Therefore,wemustfirstunderstandtheconceptandcharacteristicsofmicro-videoandtheconnotationandcharacteristicsofmicro-video-basedflippedclassroom.2.1.1Micro-videoWatchingMicro-videosisoneofthemostimportantmeansofimplementingflippedclassroom,whichplaysanindispensableroleinthismodel.Therefore,itisabsolutelynecessarytofirstdescribetheconceptandcharacteristicsofmicro-video.Microvideonowisinterpretedindifferentways,generallyreferstoashortvideolimitedwithinafewminutestotwentyminutes.Asfortheconceptofmicrovideo,moreandmorepeopleagreethatmicrovideoisacatch-alltermofallkindsofshortfilmswhichcanberecordedandplayedthroughvideoterminal,suchaspersonalcomputers,mobilephonesandsoon.Thesevideosareatleastthirtysoundsandatmost20minutes.Microvideosaremultitudinousintermsofcontentsandforms,likemicrofilms,shortfilms,DVfilms,videoclips,advertisementsandsoon.Contentcentralizationandthelimitedtimearethemostobviouscharacteristicsofmicrovideos.Thisstudyfocusesonthecombinationofmicro-videoresourcesandflippedclassroommodelinseniorhighschoolEnglishgrammarteaching.Consideringthepreviouslyrelevantresearches,teachingmicro-videohereisgenerallyregardedasashortfilmlimitedwithintwentyminutes,whichismadebyteachersorotherrelevantpeopletohelplearnersclearlyunderstandaknowledgepoint.Generally,peoplethinkmicro-videoteachingresourcesmainlycontainseveralcharacteristicsasfollows:(1)Itissuitableforstudentstostudyindependently-6- 辽宁师范大学硕士学位论文becausetheycanwatchthevideosatanytimeandanywhere.(2)Thevideoisveryshortandalmostcentersononeknowledgepointsothatstudentswillconcentratetheirattentiononvideosandnotfeelbored.(3)Studentscanadjusttheplaybackspeedandfrequencyofwatchingvideoaccordingtotheirownneeds.Therefore,individualdifferencesofstudentsgetmuchattention.However,inthemicro-video-basedflippedclassroom,thetransmissionofknowledgeisusuallycompletedthroughwatchingvideosprovidedbyteachers.Howdoteachersfindorexploittheseteachingmicro-videos?Theremainlyaretwochannels.Firstly,teacherscanlookformanyexcellentopeneducationresourcesontheInternet.Therearemanywebsitesopentothepublicfreeofcharge,suchasHuadongNormalUniversityMOOC(MassiveOpenOnlineCourses),ChineseCourseWebsiteandsoon.Teacherscanchoosesomecoursessuitablefortheirstudents.ButsomeopeneducationalresourcesontheInternetmaybenotinlinewithindividualteacher’steachingobjectivesorcontents.Ifso,teacherscanmaketeachingvideosbymeansofCamtasiaStudio6.0bythemselves.Thevideosmadebyteachersthemselvescanbemoreconsistentwiththeirownteachingcontents,objectivesandthecharacteristicsoftheirstudents.Butatthesametime,videotranscriptionchallengesteachers’teachingtechnology,multimediausagetechnologyaswellastimeandenergy.Teachersonearthchoosewhichofthemdependingontheirownneedswithanaimoffacilitatingstudents’learningbetter.Asoneofthemostnecessarymeansinflippedclassroom,micro-videoresourcesprovidemorefreedomandconvenienceforstudentsatdifferentlevels.Sotheexploitationandapplicationofmicro-videoresourcesinEnglishteachingdeservesourmoreconsiderationsandresearches.2.1.2Micro-video-basedFlippedClassroomFlippedclassroomisanewteachingmodelwhichinvertsthetraditionalteachingsituationwhereteachersspeaktoomuchandleavelesstimeforstudents.Onthecontrary,flippedclassroomreferstoateachingmodelwherestudentscompletetheover-allunderstandingaboutthebasicknowledgebeforeclassandtheninclassdiscussandsolvesomeproblemsanddifficultiesencounteredduringself-study.Theclassisnotquietanymore,butaplacefullofinteractionsbetweenteachersandstudentsoramongstudentswheretheysolveproblems,communicate,discussandsoon.Inthetraditionalteaching,whatstudentswilllearnisalwayspresentedbyteachersinasystematicwayreferringtotextbooksandrelevantreferencebooks.Studentsjustareresponsibleforstoringtheseknowledgeintotheirbrains.Knowledgeteachingiscompletedduringclass,theninternalizationandtransitionarecompletedafterclassonstudents’own.Whileintheflippedclassroom,studentscompleteself-studyaboutsomebasicknowledgethroughwatchingmicro-videosorothermaterialsanddotherelevantexercisesbeforeclass,however,theinternalizationandtransitionarecompletedduringclassbymeansofinteractionsbetweenteachersandstudentsoramongstudents.Actually,socalled“flipped-7- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingclassroom”centeredonsolvingproblemsandinteractionsduringtheclassconvertstheteachingprocedureoftraditionalclass.Flippedclassmainlyconsiststwoparts,respectivelystudents’autonomousstudybeforeclasscompletedbywatchingmicro-videosorbymeansofotherlearningmaterialswhichhavespecificthemesandthedeeperstudyinclasswherestudentsandteacherssolvetheproblemsencounteredbeforeorduringclasstogether.Intheflippedclassroom,micro-videoisthemostcoreelementwhichdirectlyaffectsthequalityofteaching.Inoneword,nomicro-videos,noflippedclassroom.Sowegenerallycallit“micro-video-basedflippedclassroom”.Asitisdiscussedabove,inmicro-video-basedflippedclassroom,studentslearntherelevantbasicknowledgethroughwatchingmicro-videosorotherreferencematerialsbeforeclassandthencompletesolvingproblemsandknowledgeinternalizationduringclass.ProfessorRobertTalbertofFranklinCollegeintheUS(2011)summedupthefollowingstructurechartaboutflippedclassroomaccordingtohisownteachingpractices.WatchingvideolecturesBeforeclassTargetedexercisesQuizzesandevaluationDuringclassKnowledgeinternalizationDebriefing/FeedbackFigure2.1ProfessorRobertTalbert’sTeachingModel(2011)Themainfeaturesofmicro-video-basedflippedclassroomisveryclearinthischart.Beforeclass,studentsstudymainlythroughwatchingmicro-videosathome,schooloranywhereconvenientandthencompletesometargetedexercises.Duringclass,teachersfirstlymakesomequizzesandappraisalintermsofwhatstudentshavefinishedandthensumupproblemsthatstudentsencounteredandsolvethemwithstudentstogetherthroughsomeinterestingactivitiestofacilitateknowledgeinternalization.Intheend,assessmentandfeedbackisnecessarytocheckoutwhetherstudentshavemasteredknowledge.OnthebasisoftheresearchesofProfessorRobertTalbert,ZhangJinlei,WangYingandZhangBaohui(2012)putforwardamorespecificteachingmodelinanarticleFlippedClassroomTeachingModelResearchasfollows:-8- 辽宁师范大学硕士学位论文InformationtechnologyBeforeclassDuringclassPersonalizedWatchingIdentifyingCreatinglearningvideolecturesproblemsenvironmentenvironmentFeedback/CooperativeExploringCommunicationassessmentlearningindependentlyplatformenvironmentExercisesExchangingLearningbeforeclassresultscooperativelyActivitiesFigure2.2ZhangJinlei,WangYingandZhangBaohui’sFlippedClassroomTeachingModel(2012)IntheflippedteachingmodelinFigure2.2,theclassisalsomainlydividedintotwoparts,respectivelybeforeandduringclass.Outofclass,studentslearnthenewknowledgethroughwatchingvideosandthendosometargetedpractice.Atthesametime,ifencounteringsomethingdifficult,studentscandiscusswiththeirteachersorclassmatesthroughsomecommunicationplatforms,suchasWechatgroup,QQgrouporotherinteractiveAPPsrecommendedbyteachers.Andthenclasscanbeginwitheasyassessmentaboutwhatstudentshavestudiedbeforeclasstoidentifytheproblems.Andthen,teacherscreatethesuitablelearningactivitiesortaskswherestudentscanexploreindependentlytosolvetheirownproblemsordiscussinsmallgroupstoexchangetheirgainseachother.Subsequently,thewholeclassdiscussandexchangetheirresultsandteachersgivethetargetedguides.Finally,feedbackandevaluationarenecessarytoassesstheperformanceofstudents.Ifsomeproblemsarestillexistingortherearesomenewproblems,identifyingandsolvingproblemsareneededagain.Thisisaspiralupwardprocess.Informationtechnologyandactivitiesthroughthewholeprocessoftheteachingandlearningprovidethenecessarysupportsforindividuallearninginflippedclassroom.Comparedwiththetraditionalclass,flippedclassroomhasdistinctcharacteristics.JinLing(2011)analyzedthefollowingdifferencesbetweenflippedclassroomandtraditionaloneintermsoftherolesofteachersandstudents,instructionalmode,teachingcontent,-9- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingapplicationoftechnologyandevaluationmethod.Table2.1DifferencesBetweenFlippedClassroomandTraditionalClassroomTraditionalclassroomFlippedclassroomKnowledgeinitiator,classTeachersDirector,facilitatorcontrollerStudentsPassiverecipientsActiveexplorerClassroominstruction+InstructionalmodeStudyingbeforeclass+exploringinclasshomeworkKnowledgeexplanationandTeachingcontentProblemssolvingandexplorationinitiationApplicationofAutonomousstudy,communicationandContentrepresentationtechnologyretrospection,cooperationanddiscussionEvaluationmethodTraditionalpapertestMultipleperspectivesandmethodsAccordingtoTable2.1,comparedwiththetraditionalclassroom,intheflippedclassroom,therolesofstudentsandteachersgetadramaticchange.Teachersgrowintodirectorsandfacilitatorsfromactiveknowledgeinitiatorsandclasscontrollerssurroundingstudents,whereasstudentsbecometheactiveexplorersfrompassiverecipients.Flippedclassroomexactlychangesstudentsintothecenterandsubjectsofthisclass.Thechangeofinstructionalmodeisthecoreofdifferencesbetweenflippedclassroomandthetraditionalone.Traditionalclassroomgivestudentslesstimetointernalizewhattheyhavestudiedinclasswhereteachersexplainknowledgeandstudentsjuststoretheseknowledgeintotheirbrains.Therefore,studentscannotgeteffectivehelpfromteachers.Itisexactlydifficultforstudentstomasterandapplyknowledgeeffectivelyandefficiently.However,inflippedclassroom,studentsdosometargetedpracticeafterwatchingmicro-videos,atthesametime,studentscancommunicatewiththeirclassmatesandteacheronline.Studentscaninternalizeandapplywhattheyhavestudiedbyexploringindependentlyordiscussingcooperativelyinclass.Andintheflippedclassroom,informationtechnologyequipmentbecomesthetoolsduringstudents’autonomouslearningandcommunications.Asforevaluationmethods,papertestingorsummativeassessmentisthecoreoftraditionalclasses,whereasformativeassessmentreceivesmoreattention,suchasperformanceofstudentsbeforeorduringclass.Furthermore,evaluationsubjectisnotlimitedwithinteachersanymore,butincludingteachers,studentsthemselvesandpeers.2.2TheoreticalBasisAnyeffectiveteachingmodelmustbeconsistentwithpsychologyandpedagogy.Themicro-video-basedflippedclassroomismainlybasedonthefollowingthreelearningtheories,-10- 辽宁师范大学硕士学位论文namely,constructivismlearningtheory,masterylearningtheoryproposedbyAmericaneducationalpsychologistBloom,and“microlearningtheory”whichwasfirstproposedbyacademiccirclesin2004.2.2.1ConstructivismLearningTheoryInourteachingpractice,teachersoftenhavesuchaproblem:“howtoteachthislesson?”.Butfewpayattentionto“howtoletstudentslearnwell?”.Theyalsohaveatroublethatstudentslackofenthusiasminclassactivities.Therefore,theyregardthemanagementandsuperviseasthemostnecessarypoints.Theydesigninstructionsfromoutlineandtextbooks,notfromstudentswhotheyareteaching.Whatarethecharacteristicsofstudents?Whatarethespecialrequiresofindividualstudentsinindividualclass?Andwhataretheweaknessesandstrengthensoftheindividualstudent?Theseimportantfactorsareusuallyignored.Studentsareusuallygiventhesameinstructionsinthesamewayinaclassroom.Naturally,students’individualneedscannotbemet.Withoutdoubt,studentswillgraduallybetiredoflearning.Thisisthetraditionalclassthatisteacher-centeredandignoresthevoiceofstudentsandstimulatingstudents’ownregulationandmonitoring.However,constructivismholdsthatpeopleactivelybuildknowledgeandunderstandbysynthesizingtheknowledgetheyalreadypossessedwithnewinformation.Forconstructivists,learningisanactiveprocessthroughwhichlearners“construct”newmeaning.Ithinkthedifferencebetweenconstructivismlearningandtraditionallearningiswhethertopayattentiontointernalcharacteristicsoflearners.Studentsarethesubjectsduringlearningandwhetherstudentslearnascarefullyaspossibleornottoalargeextentdependsonstudentsthemselves.Individualstudentshasdistinctwaysofthinkingandprocessinginformation.Therefore,teachersshouldnotputthesameknowledgeintoallthestudentsinthesameway,butteachthelearningstrategiestostudentsandletthemconstructtheirowncognition.Inaddition,constructivismadvocatessituatedinstruction.Accordingtoconstructivism,learnersgainknowledgebymeaningfulconstructionwiththehelpofotherpeopleinacertainsituation.Forexample,peoplereceiveknowledgethroughcommunications,interactionsorcooperation.Theideallearningenvironmentshouldcontaincircumstances,cooperation,communicationandmeaningconstruction.Accordingtoconstructivismviewofknowledge,knowledgeisnotthepurelyobjectivereflectionofreality.Knowledgecannotprovideaabsolutemethodforanyactivityorproblemsolving.Weneedthefurtherprocessingandrecreationoftheoriginalknowledgeinconcretesituations.Autonomouslearning,cooperationexploring,andinteractingemphasizedinflippedclassroomjustexactlycorrespondtoviewsofconstructivism.Forexample,studentscompleteself-studyaccordingtotheirownneed.Thisisaactiveconstructionprocess.Andinclass,flippedclassroomcentersonproblemsolvinganddiscussionswhichguaranteeinteractionsduringclasstohelpstudentsoutputandapplywhattheyhavestudies.Asweallknow,EnglishspeakingandlisteningarethepoorestpointsofChinesestudents.Throughvarious-11- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingactivities,studentscanimprovethesepoorpoints.Exceptthat,Chinesestudentsgenerallyhavedifficultiesinapplyinglanguageintoreallife.Sosomeactivities,suchasroleplay,speeches,situationaldialogues,etc,arehelpfulforstudentstoapplywhattheyhavestudied.2.2.2MasteryLearningTheoryTheso-called"MasteryLearning"isundertheguidanceoftheideathateverystudentcanlearnwell.Accordingtomasterylearningtheory,timelyfeedback,individualhelpandextralearningneededbyindividualstudentallarenecessaryforstudentstoreachthegoalssetbycurriculumstandards.Bloomthoughteverystudentcanmasterallknowledgeaslongastheyaregivenenoughtimeandsuitableteaching.Hebelievesthatabilitiesofindividualstudentcannotdecidewhetherheorshecanlearnwellornot,butjustdecidehowmuchtimeheorsheneedtospend.Inotherwords,strongerstudentsinlearningmayneedshortertimetolearnsomeknowledge,whereasweakeronesmayneedmoretime.Butintheend,theyallcanreachthelearninggoals.Therefore,teachercanprovidegreathelpforstudentsbypayingattentiontostudents’individualdifferencesandgivingenoughindividualguides.Inthetraditionalteaching,teachersstandontheplatformandimpartalltheknowledgetoallstudentsinthisclassinthesameway.Butstudentshavedifferentcharacteristicsintermsofreceptivity.Bythismeans,students’individualdifferencescannotbeguaranteed.However,inflippedclassroom,self-studybeforeclassplusindependentexplorationandcooperationinclassallreflectdifferentiateteaching.Besides,autonomousleaningbeforeclass,problemsolvingandknowledgeapplicationinclassgivestudentsmoretimetointernalize.2.2.3Micro-learningTheoryMicro-learningtheoryemerginginthenewmediaenvironmentwasfirstputforwardbyacademiccirclesin2004.Micro-learningisanewleaningstylecateringtotherapiddevelopmentofmobiledevices.Thislearningstyleregardsmicrocontentofsmallcapacityasaunitoflearningwiththehelpofmultimedia.Tosumup,micro-learninghasthefollowingcharacteristics:(1)Thelearningtimeandlocationareflexibleandfugitive.Learningcantakeplaceatanytimeandanywhereaslongasyouwant.(2)Thelearningcontentismodularized.Thewholelearningcontentisdividedintolotsofmoduleswhichareconnected,atthesametimeisindependentfromeachother.(3)Learningstyleisdiversified.Learnersnotonlycancarryoutself-discovery,self-reflectionandself-exploration,butalsocancommunicatewithothers.Watchingmicro-videoisthemostimportantlearningtoolbeforeclassinthemicro-video-basedflippedclassroom.Nowadays,therapiddevelopmentofmobilephonesandthenetworkinChinaprovidesconvenientconditionsforstudents.Inaddition,thecharacteristicsofmicro-videocatertothemodularizationcharacteristicofEnglishgrammar.Amicro-videocanbedesignedtocontainagrammarpoint.Inthisway,itiseasyforstudentstounderstandandstudentswillnotfeelbored.Besides,itisconvenientforstudentstoreview-12- 辽宁师范大学硕士学位论文andconsolidatewhattheyforget.Inoneword,Micro-learningtheoryinthemomentmeetspeople’sthinking,learningstyleandlife,butalsomeetsstudents’cognitivestyle.Itisunderthisbackgroundoftimesthatflippedclassroomcomesintobeing.2.3StudiesonFlippedClassroomatHomeandAbroadThedomesticandforeignstudiesonflippedclassroomestablishedasolidfoundationforfutureresearch.Americahasachievedgreatachievementsinthisfield,whichmadeanoutstandingcontributiontotheriseanddevelopmentofflippedclassroom.Flippedclassroomteachingmodelindomestic,whichisbasedonAmericanteachingideasconnectingourowneducationbackgroundandconditions,hasbeenrapidlydeveloping.TheearlyresearchesandpracticesonflippedclassroominAmericamainlywerecarriedoutincollegesanduniversities.Hereisalistofsomeinfluentialresearchesathomeandabroad,whichaimstoprovideaproofforfeasibilityandeffectivenessofmicro-video-basedflippedclassroom.Onthebaseofthepreviousresearches,ateachingmodelmoresuitableforChineseseniorhighschoolstudentswillbedeveloped.EricMazur,aphysicsprofessorofHarvardUniversity,istheearliestresearcherinthisarea.Hecreatedthe“peerinstruction”in1990s.ProfessorEricMazurthoughtlearningcouldbedividedintotwoparts,whichrespectivelyareknowledgetransitionplusknowledgeassimilationandinternalization.However,teachersandstudentstendedtopaytheirmoreattentiontothefirstpart,butlessonthesecondone.Provedbyexperiment,peerinstructioncouldfacilitatetheinternalizationofknowledge.Besides,EricMazurfoundthatcomputerscanbeusedtohelpcompletingthepartofknowledgetransition.Therefore,thekeypointcouldbeputonthesecondprocedurethroughinteractionsandhelpamongpeers.Whathehadputforwardbyconnecting“flippedstudying”with“peerinstruction”laidasolidfoundationforthelaterimplementof“flippedclassroom”.WiththewideapplicationoftheInternetandthepopularityofonlinevideos,flippedclassroomalsoattractedmoreattention.TheexactpopularityofthisteachingmodelowedtoSalmanKhan.In2004,fortutoringhisniece,Khantranscribedwhathewantedtoteachsothathisniececouldchoosetowatchsomepartsaccordingtoherneeds.Andthen,heuploadedhisvideostoYouTubes,whichgainedgreatattention.ThenSalmanKhanfoundedKhanAcademybasedonthisteachingmodelin2006.AndheintroducedtheflippedclassroomofhisKhanAcademicatTEDconference.Hethoughtthatstudentscouldcompleteknowledgetransitionbywatchingvideosathomeoranyotherplaceconvenientforstudentsandthencompleteknowledgeinternalizationandassimilationinclasswiththehelpofteachersandpeers(ZhangYujiang,2011).Fromthenon,all-stagedschoolsintheUSAhaveappliedthiskindofteachingmodel.ThefirsttrytookplaceintheUnitesStatesForestParkSeniorhighschool.In2007,thechemicalteachersofthisschooluploadedtheteachingvideostotheInternetsoastohelpthestudentsabsentfromtheclass.Thisteachingmethodwaspopularwithallstudentsand-13- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingparents.In2011,SalmanKhanandhisKhanAcademicsuddenlywerefamousforflippedclassroomteachingmodelallovertheworld.Asweallknow,itisexactlydifficultformostteacherstorecordperfectteachingvideos.However,manyteacherscandirectlyusethecompletedvideorecordedbyKhanAcademy.Andnowadays,itismoreconvenientforteachersandstudentstofindallkindsofvideosonstudyingplatformandwebsitesiftheycannottranscribeteachingvideosbythemselves.Withthepopularityofflippedclassroom,moreandmoreschoolsandteacherstriedusingit,especiallyAmericanWoodlandParkHighSchool.Twochemistryteachers,JonathanBergmanandAaronSamworkinginthisschoolcreatedaclassicalflippedclassmodel.Inordertohelpstudentsmakeupthelessonsasaresultoftheabsencefromtheclass,theyrecordedthePowerPointpresentationandthelecturesandthenuploadedthemtotheInternet.Inthisway,thestudentsabsentfromtheclassorconfusedaboutthelessonscouldlearnthroughvideos.Inoneword,differentfromthetraditionalteachers,theydesignedthelecturevideosashomeworkwhilecompletedexercisesinclasswhichusuallywereregardedashomeworkintraditionalteaching.Tosomestudentswhohadnocomputer,theyprepareddigitalvideodisksforthemtowatchbytelevision.Besides,cooperatingexplorationandvarioustaskswouldbeimplementedduringclass.Thisteachingmethodwerepopularwithstudentsandparents.Furthermore,basedontheothers’flippedclassmodel,StanfordUniversity(2011)designedthefurtherimprovement.TheythoughtthisnewteachingmethodwouldbenothingdifferentfromthetraditionaloneifwejustmovedthevideostotheInternet.Therefore,therewouldbeatestappearingintheweb-pageabouteveryfifteenminutestoevaluatehowwellstudentshadstudied.Exceptthat,theyaddedsomesocialelementstothevideossothatstudentscouldcommunicatetohelpeachother.Asitwasproved,thismodelwasexactlyeffective.Ourdomesticresearchesandpracticalapplicationofflippedclassroomarestillatexploringandgropingstage.Anumberofspecialistshavebeenresearchingthefeasibilityandeffectivenessofthisnewteachingmodelinourcountry.Forexample,basedonthestudiesonthetypicalsuccessfulcasesandtheanalysisofsomeliteratureinAmerica,ZhangBaohuitogetherwithhistwostudents,ZhangJinleiandWangYingpublishedanacademicarticlein2012withthetitleofFlippedClassroomTeachingModelResearchinwhichtherolesofteachersandstudentswereindicatedanddiscussedtogetherwithclasstimeplan,learningandteachingenvironment,informationtechnologyaswellaslearningandteachingmethodsduringcarryingoutflippedclassroom.Thisarticleattractedmoreattentionofprofessorsandresearchersofcurriculumrevolution.Aswehavediscussedindefinitionofflippedclassroom,manyresearchersandpractitionersgavethedifferentdescriptionsindetailsintermsofdefinitionandcharacteristicsofflippedclassroom.Forexample,MaXiulin(2013)thinksthatflippedclassroomreferstoateachingmodelthatinvertsthetraditionaloneinwhichteachersgiveinstructionsduringdays-14- 辽宁师范大学硕士学位论文andstudentscompletehomeworkafterschool.Contrarytotraditionalclasses,ininvertedclassroomself-studyaboutknowledgepointsandconceptswouldbefinishedbeforeclass,whiletheclassroomdevelopsintoanplacewhereinteractionsbetweenteachersandstudentsoramongstudents,cooperativediscussionsandsolvingproblemswouldtakeplace.AccordingtotheconceptgivenbyMaXiulin,wecanhaveadeeperunderstandingofinvertedclassroom.Besides，ZhongXiaoliu(2013)regardedtheflippedclassroomasanewteachingmodelwhichissuitableforinformationage.Teachersofferstudentsnecessaryteachingresourcesmainlyteachingvideos.Beforeclass,studentscompletewatchingvideosandlearningknowledgepoints.Duringclass,studentstogetherwithteacherscooperativelyexplore,interactivelycommunicateandsolvetheproblemscomeacrossduringself-study.TheconceptofflippedclassroomgivenbyZhongXiaoliuisrelativelymorecomprehensive.Theteachingactivitiesbeforeclass,duringclassandafterclasswereallillustratedroundly.AnarticletitledAPerson’sNetworkTeachingSetstheWorldonFirewaspublishedinChinaEducationDailyonFebruary26,2013.ItroundlyevaluatedtheflippedclassroomofAmericanKhanAcademic.Asitisillustratedthatthiskindofinvertedclassroomgivesstudentsmuchmorefreedom.Morespecifically,studentscanacquirethenewknowledgebychoosingthemostsuitablemeansoflearningforthemselvesandtheninternalizetheknowledgeduringclassthroughdiscussionsandcommunicationsamongclassmates.Thearticlegaveanevaluationaboutflippedclassroomthatthelearners-centeredclassroomguidesournewapproachtotheeducationinthefuture.Ourdomesticpracticalapplicationofmicro-video-basedflippedclassroomhasnotbeenasripeasthatofAmericabecauseofsomelimitations.However,manyprojectsofcurriculumrevolutionofourcountryhavecontainedalotofcharacteristicsofflippedclassroom.Andthereareseveralschoolshavingbeentryingthisnewteachingmodel,suchasYangsiMiddleSchoolofJiangsu,XinjiangMiddleSchoolinShanxi,ShanxiMuduSeniorHighSchoolandsoon.ThemosttypicaloneisJukuiMiddleSchoolofChongqing,from2004on,whichhasequippedallclassroomswithprojectors,teacherswithpersonalcomputersandstudentswithpadcomputers.Itisnotuntil2011thatflippedclassroomteachingmodelstarted.Jukuimiddleschoolsummeduptheflippedclassroomprocedureaccordingtotheirownteachingpracticeasfollowingsteps:fourstepsbeforeclassincludingdesignguidingcase,recordingteachingvideo,students’autonomouslearningandspecifyingindividualcounselingprogram;besides,fivestepsduringclass,thatis,cooperativeexploration,explanationanddevelopment,practiceandconsolidation,selfcorrectionandsummary.Fromthenon,thistypeofteachingmodelattractedmoreattentionsfromeducationfieldandhasbeenpopularwithmoreandmorestudentsandteacher.TongMin(2013),afterresearchingthenecessityofmicrovideosduringEnglishteaching,pointedoutthatlanguageapplicationabilityandcommunicationskillsneeddevelopinginEnglishclassroomwithsomedistinctcharacteristicsfromothercourses.Itshowedthatlanguageapplicationabilityandcommunicationskillsinacertainextentcouldbeimproved-15- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingbydevelopingmulti-sensoryreactions.Besides,ZhangLi(2014),aresearcherfromforeignlanguagedepartmentofHebeiForeignLanguageCollege,didaresearchonhowtopromoteEnglishclassesbyusingflippedclassroombasedonmicrovideos.SheappliedthemicrovideostojuniormiddleschoolEnglishteaching.Throughtheirownpractice,shepointedoutthatcomparedwiththetraditionalclassroom,thisteachingmodecanvisiblydevelopstudents’interestandimprovetheirefficiencyofEnglishlearning.Thispartmainlysummariessomeauthoritativeandrepresentativeexplorationsandresearchesonmicro-video-basedflippedclassroomteachingmodelathomeandabroad.Onthebasisofthesummary,itisnotdifficulttofindoutthatflippedclassroomhasbeenattractingwiderattention.However,itistosomeextentstillnotmatureinourcountrybecausesomeobjectivesituations.Forexample,teachers’informationtechnologycapability,exploitationofmicro-videoresourcesandstudents’autonomouslearningabilityallgetchallenged.Inaddition,researchesaboutflippedclassroominourcountrymostlyarerelevanttoscience,butlesstoEnglishlanguage,letaloneEnglishgrammarteachingandlearning.Therefore,basedontheprevioustheoryandpracticeresearches,thisexperimentalteachingintendstoexploretheapplicationofmicro-video-basedflippedclassroomwithaviewtoprovidingeffectivereferencesandadviceforEnglishgrammarteachingandlearninginseniorhighschooloreventhefurtherstudyinthefuture.-16- 辽宁师范大学硕士学位论文3ResearchMethodologyBasedonsometheoriesresearchesandpracticalapplicationoftheflippedclassroomathomeandabroad,anexperimentresearchisdemonstratedinthispartintermsoftheapplicationofmicro-video-basedflippedclassroominseniorhighschoolEnglishgrammarteaching.Thischapterischieflytopresentthemethodologyofthisresearch.Firstly,researchquestionsasthecenteroftheresearchwillbeillustratedonebyone.Secondly,researchparticipantsandinstrumentsareintroducedtoassisttheexperimentandresearch.Then,researchprocedurerootedinmyownteachingpracticeistobepresentedindetails.Finally,datacollectionintermsofresearchinstrumentsandexperimentresultsarecompletedtopaveawaytoanswerallthequestionsinthenextchapter.3.1ResearchQuestionsThisresearchmainlyinvolvedtheapplicationofmicro-video-basedflippedclassroominseniorhighschoolEnglishgrammarteaching.Intheresearchprocedure,flippedclassroommodelandtraditionalgrammarteachingmethodwerecomparedthroughsettingexperimentalclassandcontrolclass.Throughcomparingthesetwoteachingmodelandusingtheinstrumentsoftests,questionnairesandinterviews,somepositiveinfluenceofflippedclassroomonstudents’grammarachievements,interests,attitudesaswellastheirenthusiasmandinitiativeaboutgrammarlearningwerediscussedafterexperimentalteaching.Theconcreteresearchquestionswereasfollows:(1).Whateffectsdoesflippedclassroombasedonmicro-videoshaveonseniorhighschoolstudents’Englishgrammarachievements?(2).Whatchangeshavetakenplaceintermsofstudents’enthusiasm,initiativeaboutEnglishgrammarlearning?(3).Whatisstudents’feedbackonflippedclassroombasedonmicro-videos?3.2ResearchParticipantsTheparticipantsofthisresearchwerestudentsofDeshengSeniorHighSchoolinDaliandevelopingzone.TherewereintotalsixclassesinGrade1ofthisschool.Studentsintheclass1.1andclass1.2werechosenasmyresearchparticipants.Class1wassetastheexperimentalclass,whileClass2asthecontrolclass.Controlclasswastaughtinthenormalgrammarteachingmethodinwhichstudentslearnedgrammarstructuresandknowledgeduringclassandinternalizedknowledgebycompletinghomeworkafterclass.WhileClass1,astheexperimentalclass,adoptedflippedclassroommodelinwhichstudentslearnedgrammarknowledgebywatchingmicro-videosandcompletingtaskslistsbeforeclass,aswellasinternalizedtheusageofgrammarthroughactivitiesanddiscussionsduringclass.Reasonswhythesetwoclasseswerechosenareasfollows:(1)Thesituationofthetwo-17- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingclasseswasnearlythesame.Thesumofstudentswasrespectively40andmaletofemaleratiowassimilar.Besides,littledifferenceexistedintheirEnglishaveragescoreofdiagnostictestsetforfirstyearstudents.TheEnglishcomprehensivetestaveragescoreandaveragescoreofEnglishgrammariteminClass1were87.33and71.63,andClass2’swere86.88and72.00.(2)ThetwoclassessharedthesameEnglishteacher,theauthorofthisthesis.Duringtheresearchprocedure,thetwoclassessharedthesameEnglishteachingmaterialsandotherteachingarrangements.Theonlydifferencebetweenthemwasthatcontrolclassadoptedtraditionalteachingmethodwhileexperimentalclassadoptedmicro-video-basedflippedclassroomteachingmodel.3.3ResearchInstrumentsSomeresearchinstrumentsarenecessarytocompletethewholeresearchandchecktheeffectsofflippedclassroomonEnglishgrammarlearningofseniorhighstudents.Theseresearchinstrumentsincludedtests(pre-test,post-test),questionnaires(pre-questionnaire,post-questionnaire),interviews(pre-interview,mid-interview,post-interview),teachingjournalsandsoon.3.3.1TestsTestingisthemostdirectandforcefulresearchinstrumentinwhichwecaneasilycometotheexperimentalresultbycomparingstudents’examscoresofpre-testandpost-testintheexperimental,aswellasscoresoftheexperimentalclassandcontrolclass.Intotal,fourexamswerepreparedrespectivelyforexperimentalclassandcontrolclass.Ononehand,thepre-testandpost-testofgrammaritemswererespectivelyconductedatthebeginningandendofthistermtospecificallyanddirectlyshowthechangeofstudents’grammarability.Ontheotherhand,twoEnglishcomprehensivetestswereimplemented,whichrespectivelywerediagnostictestsetforfirstyearstudentsattheverybeginningofthistermandthefinalexaminationattheendofterm.Theexamtooktheformofcollegeentranceexaminationwithatotalscoreofonehundredandtwentypoints.Althoughgrammarmultiplechoicequestionsarecancelledaftereducationrevolution,grammar,oneofthemostfundamentalfactor,isembodiedineveryquestiontype.Therefore,students’grammarapplicationabilityexactlycanbedemonstratedinthecomprehensivetests.Therefore,resultsofcomprehensivetestscanalsobeusedtoillustratetheinfluenceofflippedclassroomonstudents.Atthesametime,afterpre-testandpost-test,participants’scoreswereanalyzedbymeansofSPSS.20intermsofmean,standarddeviation,standarderrorofmean,sig.(2-tailed)andsoon.3.3.2QuestionnairesTomaketheresultofresearchmorereliableandcreditable,twokindsofquestionnairesweredesigned,includingpre-questionnaireandpost-questionnaire.Pre-questionnairecontainedthirteenquestions(twelveobjectivequestionsandonesubjectivequestion)tofind-18- 辽宁师范大学硕士学位论文outparticipants’currentinterest,learningsituation,attitudestowardsEnglishgrammarlearningandtoseewhethertheygetenoughchancesofdevelopinggrammarapplicationability,autonomouslearningabilityandlearningstrategiesduringorafterclass.Throughresearchingthesefactors,participants’currentlearningsituationisclearerandit’shelpfultoconfirmourresearchdirectionandprocedure.Meanwhile,post-questionnairecontainedtwentyquestions.Thefirstelevenquestionssharedthesamequestionswithpre-questionnairetoseeifsomechangeshavetakenplaceintermsofsomefactorstoparticipantsafterteachingbyusingmicro-video-basedflippedclassroomteachingmodel.Thelastninequestionsmainlycoveredparticipants’attitudetowardsthisnewteachingmodelbycomparingwiththetraditionalone.Researcherdispensedpre-questionnairetoboththecontrolclassandtheexperimentalclass,whilepost-questionnaireonlytoexperimentalclass.Theteacher’staskwasjustdispensingandretrievingquestionnaires.Itisdefinitelynecessarytoemphasizethatteachersweresupposedtoavoidexertingpressureandtheirsubjectiveideasonstudents.Thevalidityoftheresearchresultshouldbeguaranteed.3.3.3InterviewsInterviewisancomplementaryresearchinstrumentofquestionnaire.Throughinterviewing,wecangetmorespecificanddetailedinformationaboutparticipants’ideasofflippedclassroomandtraditionalone.Weneededthreeinterviews,includingpre-interview,mid-interviewandpost-interview.Beforeexperiment,thefirstinterviewwasdesignedtofindoutparticipants’currentdifficultiesinEnglishstudy,theirgeneraloflearninggrammar,theirsituationofgrammarlearningandtheirattitudestowardsthecurrentteachingmethodandtowardsconductinganewteachingmodel.Theothertwointerviewswererespectivelyconductedinthemiddleofthistermandafterfinalexam.Inmid-interview,accordingtoparticipants’theirownordinarybehaviors,tenstudentsfromdifferentlevelswererandomlychosentoexpresstheirideasandadviceonflippedclassroomandsomeproblemsencounteredinclasses.Mid-interviewishelpfultoknowstudents’situationoflearninganddifficultysothatthefurtherimprovementofflippedclassroominthefollowingclassescanbeimplemented.Asforpost-interview,itmainlycenteredoneffectsofmicro-video-basedflippedclassroomonstudents’grammarachievementsandstudents’feedbackonflippedclassroom.3.3.4TeachingJournalsRecordingteachingjournalsisanotherindispensableinstrumentofresearch.Teachingjournalscanbecompletedaftereveryflippedclassroom.Theteacherrecordedstudents’behaviorsandsomeproblemsduringandoutofclass.Teachingjournalscanprovidereferencesforchoosingintervieweesandthefurtheradjustmentofflippedclassroom.Teachingjournalsmainlycontainedintrospectiontothefollowingquestions:(1)Whatproblemsexistedinthestageofwatchingandlearningmicro-videos?-19- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching(2)HowwelldidstudentsincompletingtasklistsanddiscussingthequestionsthroughWechatgroup?(3)Couldstudentsputforwardvaluablequestionsduringclass?(4)Whichstudentstookpartingroupdiscussionsactively.Whichnot,andwhy?(5)Whatdifficultiesdidstudentshaveinsummingupwhattheyhavestudiedortheirproblemsintheflippedclassroom?3.4ResearchProcedureAfterallthepreparationtaskswerefinished,theresearchstartedatthesecondweekandendedattheseventeenweekofthisterm.Thespecificresearchproceduremainlyincludesthreestageswhichcanbepre-tests,experimentprocedureandpost-tests.3.4.1Pre-testsThisresearchlastedfor16weeksintotal.Pre-testswereimplementedatthesecondweek.Pre-testscontainedacomprehensivediagnostictestforoverallknowledgeaboutparticipants’EnglishabilityandaEnglishgrammartestwithseveralquestiontypesforageneralunderstandingabouttheirgrammarknowledgeandapplicationability,includingmultiple-choicequestions,grammarfill-inquestions,proofreadingandtranslation.Atthesametime,pre-questionnaireandpre-interviewwereconductedforfurtherknowledgeaboutstudents’interests,attitudestogrammarlearning,theirautonomousandcooperativelearningability,theircurrentsituationofgrammarlearningandapplicationinlanguageuseandsoon.Subsequently,resultsofthetwotestsplusresultsofpre-questionnaireandpre-interviewwereanalyzedtolayafoundationforthelatercomparisonwithpost-testsafterexperimentteaching.3.4.2ExperimentProcedureTheexperimentstartedatthethirdweekandlastedforsixteenweeks.Onetotwogrammarclasseswereconductedeveryweek.Duringthisterm,allgrammarpointsinBookOneandBookTwomustbecompletedbyusingmicro-video-basedflippedclassroomteachingmodelintheexperimentalclass.Everygrammarclassmainlycontainsthreestages,respectivelybeforeclass,duringclassandafterclass.(1)BeforeclassIntheflippedclassroom,studentsneedtocompleteseveraltasksbeforeclass.Here,onepointneedstobeemphasizedthatmoststudentsofthisschoolliveintheschoolfromMondaytoFriday,theyhavetocompletewatchingmicro-videos,takingnotesanddoingexercisesashomeworkduringweekends.Sothesupervisionofstudents’parentsandcommunicationsthroughsomeplatformsarenecessarytoguaranteethequalityoftasksaccomplishment.Basedonthiscondition,onFridayafternoon,theteacheruploadsanautonomouslearningpackagewhichcontains:micro-videosmostlydownloadedfromtheInternet,partlymadeby-20- 辽宁师范大学硕士学位论文theteacher,tasklistsintheformofWorddocumentsandsomeotherrelevantlearningmaterials.Studentsareaskedtodownloadorcopythewholepackage.Thefirstandfundamentaltasksbeforeclassarewatchingmicro-videosandtakingnotesaboutgrammarknowledge.Studentsaresupposedtowatchvideoswithseveralquestionsputforwardbytheteacher.Duringwatchingvideos,studentsneedtotakenotesaccordingtheirownneedsandponderoverthequestionsputforwardbytheteacher.Finishingwatchingmicro-videos,allstudentsneedtocompletethetargetedexercisespreparedbyteacherinadvance.Theseexercisesaimtocheckwhetherstudentshaveunderstoodthegrammarpoints.Ifhavinganyquestions,studentscandiscussonWechatorQQgroupplatform.Ifthequestionsstillcannotgetsolved,studentsandtheteacherwillsolvethemtogetherduringclass.Intheend,thetasklistsaresenttotheteacher’smailbox.Theteachersummarizesproblemsencounteredduringthestageofautonomouslearning.Here,thequantityanddifficultydegreeofexercisesshouldbenoticed.AccordingtoYinPeifei(2014),thetheoryofZoneofProximalDevelopmentshouldbeappliedtohelpstudentsunderstandthenewknowledge.(2)DuringclassOneofthemostfundamentalcharacteristicsoftheflippedclassroomisthattheabsorptionandinternalizationofknowledgeisaccomplishedthroughclassroominteractions.Teachersneedtoknowstudents"learningdifficultiesinadvanceaccordingtotasklistandthecheckatthebeginningofclass.Thenundertheguidanceoftheteacher,self-explorationandcommunicationsamonggroupmembersarenecessarytomaximizetheinternalizationofknowledge.Besides,knowledgeapplicationactivitiesaredispensableintheflippedclassroomWhendesigningclassroomactivities,teachersshouldgivefullplaytostudents"subjectivity.Now,basedonthecharacteristicsofflippedclassroom,grammarclassesaregenerallydividedintothefollowingsteps.Step1:Problemsidentification.Atthebeginningoftheclass,theteacherfirstlyspendthreetofiveminutescheckingifstudentstakenotescarefullyastheywatchmicro-videos,andthenrandomlychooseseveralstudentstoexplainthequestionsputforwardbeforeclass.BasedonMasteryLearningTheory,teacherwouldgivefeedback,correctionandevaluationduringtheprocessofstudents’explanation.Besides,theirgrouppeersareencouragedtobeinvolvedinevaluation.Subsequently,theteachercancollectstudents’problemsandmistakesworthytodiscussdeeplyonthebasisofthetasklistsandstudents’feedbackonknowledgepoints.Step2:Self-explorationandcooperativelearning.Afteridentifyingstudent’problemsanddifficulties,aself-explorationenvironmentwerefirstlycreatedforstudentstogivethemmorespaceandtimetosolveproblemsbythemselvesaccordingtotheirownsituationsthroughreadingnotestakenbeforeclass.Andthenthewholeclassisdividedinto10groupswithfourmembersinagroup.Subsequently,studentsdiscussquestionssummarizedbytheteacheringroups.Onepersontakeschargeofonequestion.Studentsareaskedtogive-21- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingcomplementandhelpeachother.Atthesametime,theteachercapturestudents"dynamicsandparticipateinlearninggroups,givingstudentsindividualinstructionstoensurethenormalimplementingofcooperativelearningandtomaximizeknowledgeinternalization.Step3:Knowledgeoutput.Thisisaprocessofexchangingideastocreateachanceforstudentsofapplyingthegrammarknowledgeinreallife.Firstly,severalgroupsarerandomlychosentoanswerthequestionssummarizedbytheteacher.Thememberresponsibleforthecorrespondingquestionexplainhisorhercomprehension.Ifnecessary,theirpeersortheteachercangiveafurtherexplanation.Next,someactivitiesaredesignedforstudentstoapplythegrammarknowledge.Intermsofthegrammarpointsofeveryclass,variousgamesandcompetitionsaredesignedtoinvolvemoststudentsintheclass.Step4:Feedbackandevaluation.Attheendofclass,studentsreviewtheimportantanddifficultpointsundertheguidanceoftheteachertohaveaclearimpressiononwhattoreviewafterclass.Intheflippedclassroom,evaluationiscompletedbystudentsthemselves,peersandtheteachertogether.Theteacherneedstogetageneralknowledgeaboutstudentsindividualperformanceduringclassactivitiesforthefurtherimprovementandsupervision.Atthesametime,peersandselfassessmentarenecessarytomakestudentshaveabetterideaoftheirownperformancesoastoconstantlymakeprogressintheflippedclassroom.Therefore,thepeersandselfevaluationareeventuallyassignedtostudents.(3)AfterclassAfterclass,theteachercheckswhetherstudentscarefullycompletepeersandselfassessmentandgivebacktheevaluationandadviceonstudents’performance.Andthetasklistsaregivenbacktostudentssoastohelpthemsolvetheirindividualproblemsencounteredduringtheirautonomouslearningbeforeclass.Iftherestillareunsolvedquestions,studentsaresupposedtoaskteacherforhelp.Afterfinishingoneclass,theteacherrecordsteachingjournalsaboutstudents’performance.Thisisageneralteachingmodeltakentoillustratethemicro-video-basedflippedclassroomgrammarteachingprocedure.Bytheendofthisterm,twobooksintotalhadbeenfinished.Inall,therewere12modulescontaining20grammarpoints.Thesegrammarpointsallweretaughtbyusingmicro-video-basedflippedclassroomteachingmodel.Basedondifferentgrammarcontentsandstudents’needs,theteacheradoptedanddesignedcorrespondingmicro-videos,exercisesandclassactivities.3.4.3Post-testsPost-testscontainedagrammarexaminationbeforefinalexam,whichsharedthesamequestiontypeswiththepre-test.Thisexaminationaimedtocheckstudents’masteryofgrammarpointswithregardtothetwobooksandtoverifyeffectsofflippedclassroombyalateralcomparisonwithrespecttogrammarachievementsbetweenexperimentalclassandcontrolclassandaverticalcomparisonbetweenpre-testandpost-test.Besides,thefinalEnglishexamwasregardedasanothertestingmeanstotestwhetherstudents’grammar-22- 辽宁师范大学硕士学位论文applicationabilitygotdeveloped.What’smore,post-questionnaireandpost-interviewwerepreparedtoinvestigatestudents’currentsituationofgrammarlearning,aswellasattitudestowardsgrammarlearningandthenewteachingmethod.3.5DataCollectionThedataofpre-questionnaireandpre-interviewwerecollectedatthesecondweekinordertohaveageneralknowledgeoftheparticipants’attitudestowardsthecurrentEnglishgrammarteachingmodelplusanewteachingmethodadoptedinthefuture,theirgrammarlearningsituation,theirinterestandattitudestowardsEnglishgrammarlearningandsoon.What’smore,itwashelpfultoadjustthelaterexperimentonthebasisofthefundamentaldataoftheparticipants.Inaddition,thedataofthegrammarachievementsdiagnostictestandcomprehensivetestinexperimentalclassandcontrolclasswascollectedatthethirdweektomakeacomparisonwiththeirscoresintheEnglishfinalexam,whichaimedatcheckingthechangesoftheirscoresandthepositiveeffectsoftheflippedclassmodeinpromotingstudents’grammarability.Inthemiddleofthisterm,amid-interviewintheexperimentalclasswasconductedtoknowsomeproblemsencounteredinthemicro-video-basedflippedclassroom.Itprovidedsomeadviceforthelaterexperimentteachingtodevelopadvantagesoftheflippedclassroomtomaximumextent.Intheend,thescoresofthegrammartestandcomprehensivetestwerecollectedandanalyzedattheendofthistermtodemonstratethechangesofstudents’grammarachievementsbymakingaverticalcomparisonwiththescoresoftestsbeforeexperimentandalateralcomparisonwiththecontrolclass.Meanwhile,thedataofpost-questionnaireandpost-interviewwerealsocollectedtoverifytheeffectsofflippedclassmodeinfacilitatingthesubjects’autonomousandcooperativelearning,increasingtheirlearninginterest,changingtheirattitudestowardsgrammarlearning.-23- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching4ResultsAnalysisandDiscussionThispartfocusesonresearchresultsanalysisanddiscussion.Specifically,itconsistsoftwocomponents.ThefirstonecoversresultsanalysisoftwogrammartestsandtwocomprehensiveEnglishtests,aswellastwoquestionnairesandthreeinterviews.Thesecondpartinvolvesadiscussionaboutthepositiveeffectsofmicro-video-basedflippedclassroomonstudentsinEnglishgrammarlearningbymakingacomparisonwithtraditionalgrammarclassandstudents’feedbackonflippedclassroom.4.1AnalysisofResearchResultsOnthebasisoftheanalysisofresearchresults,it’seasytoverifyresearchquestionsputforwardinchapter3.Itcanillustratewhetherflippedclassroomismoreconducivethantraditionalteachingsequenceinfacilitatingseniorhighstudents’grammarachievementsandwhetherthisnewteachingmodelcaneffectivelyincreasestudents’learninginterest,improvetheirattitudestowardsgrammarlearning.4.1.1ResultsofPre-testandPost-testThegrammarpre-testsconductedinexperimentalclassandcontrolclassaimedtoexaminestudents’grammarachievementsandtoprovethecomparabilitybetweenthetwoclassessoastoguaranteetheviabilityofthewholeexperiment.Thepost-testswereemployedtopaveawaytomakeacomparisonwithpre-testinordertoverifythepositiveeffectsofflippedclassroomonparticipants’grammarlearning.Intheend,thedataofthesetestswerecollectedandanalyzedbySPSS.20tospecificallyillustratethemean,standarddeviation,standarderrorofmean,Sig,Sig.(2-tailed)andsoon.Basedonthecomparisonamongstatistics,theresearchconclusionisevident.Table4.1GroupStatisticsforScoresofECandCCinPre-testClassNMeanStd.DeviationStd.ErrorMeanComprehensiveEC4087.3312.1621.923testCC4086.889.9101.567EC-CC-Pre-testEC4071.6311.7181.853GrammartestCC4072.009.8661.560Asitisshowninthetable4.1,themeansofthegrammartestandcomprehensivetestintheexperimentalclassandthecontrolclasswerenearlythesamebeforeexperimentteaching.Furthermore,TheIndependentSamplesTTestwascarriedouttoprovethecomparabilitybetweenthetwoclasses.AmongtheresultsofindependentsamplesTtest,severaldatadeservedadeeperanalysis,namelyF=2.546,Sig.=.115>0.05,T=-.181,Sig.(2-tailed)=.857t>0.05inthecomprehensivetestandF=2.152,Sig.=.146>0.05,T=-.155,Sig.-24- 辽宁师范大学硕士学位论文(2-tailed)=.877>0.05inthegrammartest.The95%confidenceintervalforthemeandifferenceofthetwotestbothcontainedzero.Allthesedataprovedthatthevariancesofexperimentalclassandcontrolclasswereequal.What’smore,littledifferenceexistedinthetwoclasses.Therefore,thesignificanceofthisexperimentalstudygotguaranteed.Similarly,acomparisonbetweenexperimentalclassandcontrolclasswasmadeintermsofstudents’scoresofcomprehensivetestandgrammartestafterexperimentteaching.Herearetheanalysisresultsasbelow.Table4.2GroupStatisticsforScoresofECandCCinPost-testClassNMeanStd.DeviationStd.ErrorMeanComprehensiveEC4095.406.3881.010testCC4090.539.7661.544EC-CC-post-testEC4080.636.3601.006GrammartestCC4075.689.9651.576Table4.2showsanevidentresultthattheexperimentalclassmadegreaterprogressthanthecontrolclassamongwhichthecomprehensivetestaveragescoreofECwas4.87higherthanthatofCC,thegrammarmeanwas4.95.AmongthedataofindependentsamplesTtest,F=6.705,Sig.(2-tailed)was0.010<0.05concerningcomprehensivetestscores,andintermsofgrammartestscores,F=7.328,Sig.(2-tailed)was0.010<0.05.Moreover,the95%confidenceintervalforthemeandifferenceofthetwotestbothdidn’tcontainzero.Fromthedatademonstratedabove,itcanbeknownthattherewasavisibledifferencebetweentheexperimentalclassandcontrolclass.Thattosay,theflippedclassroomexertedagreatereffectonstudents’grammarlearningthanthetraditionalteachingmethod.Besidesalateralcomparisonbetweentheexperimentalclassandthecontrolclass,averticalchangeisalsodemonstratedtogiveafurtherillustrationofthepositiveeffectsofflippedclassroomonstudents’grammarlearning.Table4.3ResultsofTestsinExperimentalClassMeanNStd.DeviationStd.ErrorofMeanPre-test71.634011.7181.853GrammartestsPost-test80.63406.3601.006Pre-test87.334012.1621.923ComprehensivetestsPost-test95.40406.3881.010Basedontable4.3,itisnotdifficulttofindthattheaveragescoresofgrammartestandcomprehensivetestinexperimentalclassbothevidentlyincreased,respectivelyby9.00and-25- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching8.07.Atthesametime,standarddeviationandstandarderrorofmeandecreased,whichillustratesthatsinceflippedclassroomwasconducted,thegapofscoreinthewholeclasshasbeensmaller.Additionally,thesamediagnostictestswereconductedincontrolclass.Next,let’scheckwhetherthesameresultstookplaceinthecontrolclasswhichwastaughtintraditionalgrammarteachingmethod.Table4.4ResultsofTestsinControlClassSamplesStatisticsMeanNStd.DeviationStd.ErrorofMeanPre-test72.00409.8661.560GrammartestPost-test75.68409.9651.576ComprehensivePre-test86.88409.9101.567testPost-test90.53409.7661.544Asitshowsintheabovetable,themeansofscoresinthecontrolclassalsoincreased.Comparedwiththeexperimentalclass,however,thechangesofmeanswerefaint,only3.68and3.65points.Meanwhile,standarddeviationandstandarderrorofmeanalsodecreased.Intheend,thegapofscoreisbiggerthantheexperimentalclass.4.1.2ResultsofQuestionnairesThereare80studentsintotalinthetwoclasses.Therefore,80pre-questionnaireswerecollectedtoillustratestudents’currentgrammarlearningsituation.Thespecificproportionofeveryquestionaredemonstratedinthefollowingtable.Table4.5TheResultsofPre-questionnaireintwoclassesABCD17.5%85%5%7.5%25%77.5%17.5%32.5%70%27.5%410%52.5%20%17.5%562.5%010%27.5%67.5%12.5%57.5%22.5%75%17.5%65%12.5%815%52.5%32.5%97.5%45%47.5%1010%12.5%72.5%5%115%37.5%57.5%125%22.5%72.5%-26- 辽宁师范大学硕士学位论文AccordingtoTable4.5,85%studentsadoptedthetraditionalgrammarlearningmethod,inwhichtheylistenedtotheteacherandthenconsolidategrammarknowledgebydoingexerciseswithoutautonomouslearningbeforeclassandcommunicationplusapplicationinclass.Asaresult,77.5percentstudentsexpressedtheyhaddifficultyinapplyinggrammarknowledgetheyhavelearnedinlanguageuse.Inaddition,70percentstudentsthoughttheyhadlessinterestingrammarlearningmainlymainlybecauseoftheboringteachingmethod.Mostworthytonotice,62.5%studentsneverwillinglypreparedtheirlessonsbeforeclassandnoonewouldspendmorethantwohoursinautonomouslearning.What’smore,moststudentshadlesschancesofspeakingandexpressingtheirideasingrammarclasses.Ingeneral,studentspassivelyacceptedwhatteacherwasteaching,andthendidlotsofexercisestoconsolidategrammarknowledge.Thecooperativelearningingroupswasalsoinfrequentingrammarclasses.Sobasedonthislearningandteachingsituation,howwelldidstudentsperforminEnglishlanguageuse?Astheinvestigationdemonstratedthatmorethan90%studentshaddifficultiesinlisteningandspeaking.Theycouldrarelyunderstandwhatotherssaidandexpressthemselvesfluentlyandcorrectly.Asfarasreadingandwritingareconcerned,72%studentschosetoabandonreadingwhenencounteringsomecomplicatedsentences,aswellas57.5%studentscouldonlywritesomeshortandeasysentencesinwritingcompositions.Furthermore,72.5%studentscouldneverfindlanguageerrorsofothersstudents.Intheend,itwasanopenquestion.Moststudentsthoughtthecurrentgrammarclassesweresoboringthattheylostinterestinlearningit.Theyhopedteachercouldteachinanothernewmethod.Onthewhole,thisdataindicatesthattheparticipants’grammarapplicationabilityneedsmoreattention;theirinterestingrammarclassislow;theirautonomousandcooperativelearningabilitystillremainstodevelop.Ontheotherhand,thedataofpost-questionnairefromtheexperimentalclasswascollectedwithregardtotwentyquestions.Onthebasisofthedata,itcanverifytheeffectsofthemicro-video-basedflippedclassroomonstudents’grammarachievementsandtheirattitudestowardsgrammarlearning.Table4.6TheResultsofPost-questionnaireintheExperimentalClassABCDE145%50%5%22.5%87.5%5%5%32.5%90%5%2.5%40100%00590%7.5%2.5%687.5%10%2.5%767.5%30%2.5%850%45%5%-27- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching947.5%45%7.5%1047.5%47.5%5%1150%40%10%1270%15%5%5%5%1372.5%12.5%10%2.5%01480%15%5%001575%10%7.5%5%2.5%1685%10%5%001777.5%12.5%7.5%2.5%01815%42.5%32.5%7.5%2.5%1935%57.5%5%2.5%02092.5%5%2.5%Asitisshownabovethattherestillwere50%studentshavingsomedifficultiesinflexiblyapplyinggrammarknowledgeinlanguageuse.Butthenumberofstudentswhowerewellingrammarincreased.87.5%studentsthoughttheirinterestingrammarlearningwasincreasingmainlybecauseofthechangeofteachingmethod.Becauseoftheimplementationofmicro-video-basedflippedclassroom,allstudentsincreasedautonomouslearningtime.Moreover,about90%studentsthoughttheygotmorechancesofexpressingtheirideasandparticipatinggroupactivitiesingrammarclasses.Asaresult,students’languageskillsgotgreatlydeveloped.Specifically,97.5percentstudentsthoughttheflippedclassroomhadapositiveeffectintheirspeaking.Moststudentscouldexpressthemselvesmorefluentlyandcorrectly,and30percentstudentsthoughttheygotcouragetospeakEnglishthoughtherestillweresomeerrorsinexpressing.50percentstudentscouldhaveaclearerideaofwhatotherssaid.Asforreading,abouthalfofstudentscouldanalyzesentencestructuresbyusinggrammarknowledgewhenencounteringcomplicatesentences.Moreover,95percentstudentscouldwritelongerandmorecomplicatedsentencesthoughsometimessomestudentsmaybemakemistakes.Besides,90%studentsbecamemoresensitivetotheirownorothers’languageerrorsandeven50%ofthemcouldfrequentlyfindtheselanguageerrors.Asfortheremainingquestions,itinvolvedstudents’feedbackonflippedclassroombycomparingwiththetraditionalone.Allinall,comparedwiththegeneralclasses,flippedclassroomweremorepopularwithstudents.Itprovidedmorechancesofpracticinggrammar,cooperativelearningandautonomouslyexploring.Besides,92.5%studentsthoughttheybecamemoreconfidentinlearninggrammar.Atthesametime,however,42.5%studentsthoughttheirautonomouslearningloadbeforeclasswasalittleheavyandsomestudents’autonomouslearningawarenessandabilitystillwereinsufficient.4.1.3ResultsofInterviewsIntotal,threeinterviewswereconductedtohaveamorespecificideaofstudents’current-28- 辽宁师范大学硕士学位论文situationofgrammarlearning.Ineveryinterview,10studentswererandomlyselectedtoanswerquestions.Thespecificresultsareasbelow.Theresultofpre-interview:Pre-interviewcontainedthreequestions.Moststudentsstatedtheyhaddifficultiesinlearningandapplyinggrammar.Becausetheyusuallytookmuchtimetoremembervocabulary,butspentlesstimeinunderstandinggrammar.Grammarwasusuallyignored.Besides,studentsreflectedthatmostgrammarclassesweresoboringthattheydidn’twanttolistentotheclass,wheretheteacherspokeandstudentslistenedorthoughtsomethingelse.Furthermore,theteachergavethemlesstimetoassimilategrammarknowledgeduringclass.Ifencounteringsomeproblems,studentsmostlyhadnochancetoaskforadvicefromtheteacher.Inaddition,students’individualneedswereusuallyignored.Basedonthislearningsituation,moststudentsexpressedthattheywantedtotryanothergrammarteachingmethod.Theresultofmid-interview:Aftermicro-video-basedflippedclassroomwasconductedforhalfasemesterintheexperimentalclass,theparticipants’currentideasonthisnewteachingmodelwereinvestigated.Itwashelpfulfortheteachertoimproveherlaterteaching.Therewerefivequestionsforstudents.Comparedwiththetraditionalgrammarclasses,moststudentspreferredtheflippedclassroominthattheyhadmorefreetimetothinkandassimilatewhattheteachertaught.Theatmosphereofthewholeclasswasrelaxingandinterestingsothatstudents’stressreduced.Duringautonomouslearningbeforeclass,theycouldregulatelearningtimeandspeedofwatchingvideosdependingontheirownindividualneeds.Afterself-explorationbeforeclassandassimilationduringclass,studentshadastrongermemoryongrammarknowledge.Butseveralstudentsthoughtthatthereweremorestudyloadsforthembeforeclass.Andsomestudents’self-controlabilitywasinsufficientsothattheycouldn’teffectivelycompleteautonomousandcooperativelearningandtheyhopedtogetmoresupervisionandhelpfromtheteacherandpeers.However,moststudentsthoughtflippedclassroomwashelpfulfortheirgrammarlearning.Forexample,theirgrammarachievements,interest,autonomousandcooperativelearningabilityvisiblygotimproved.Theresultofpost-interview:Sincetheflippedclassroomwasimplemented,eightoutoftenintervieweeshadbettergrammarachievements.Theyhadlessstressbutmoreconfidenceinlearning.Moststudentscouldadaptatthisteachingmethod.Severalstudentswhohadlittleself-controlabilitymadeprogressmoreorlessbecauseofthespecialsupervisionandhelpfromtheteacherandtheirpeers.Theystatedthattheymadegreatdevelopmentinautonomouslearning.BesidesEnglish,theyalsopreparedlessonsbeforeotherclasses.Throughtheautonomouslearningbeforeclass,theyfeltmorerelaxedinlisteningtotheteacher.Allinall,nearlyallstudentsthoughtthisteachingmodelwaseffectiveandhopeditcouldbeusedinthefuture.-29- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching4.2DiscussionFromtheresultsdemonstratedabove,wecancometoaconclusionthatthemicro-video-basedflippedclassroomexactlyexertedsomepositiveeffectsonseniorhighschoolstudents’Englishgrammarlearning.Thispartmainlyspecificallyanswersthreeresearchquestionsaccordingtotheresultsreachedfromtests,questionnairesandinterviews.4.2.1EffectsonStudents’EnglishGrammarAchievementsIngeneral,resultsoftests,questionnairesandinterviewscometooneconclusion,namelythatmicro-video-basedflippedclassroommodelgreatlyfacilitatesstudents’Englishgrammarachievements.Thesepositiveeffectsmainlyembodytwoaspects.Thefundamentaloneisthatstudentshaveabetterunderstandingandmasteryofgrammarknowledge.Specifically,autonomouslearningandexplorationbeforeclassplusself-exploration,cooperativelearningaswellasvariousknowledgeapplicationactivitiesallplayanirreplaceableroleinit.Atfirst,itisinthestageofbeforeclassthatstudentscanunderstandthegrammarknowledgepointstothemaximumextentpossiblethroughwatchingvideosandcommunicationsonline.Itisaprocessofinput.Especiallyinthestageofofflinelearningwherestudentsinternalizeandconsolidategrammarknowledgeaswellasapplythemtolistening,speaking,readingandwritingthroughallkindsofactivitiesandtasks.Studentschangetheirrolesfrompassiverecipientstopositiveexplorersanddebaters,meanwhile,teachersbecomeactivityplottersandproblemsolvers.Itisaprocessofinputplusoutput.Inthisway,inputandoutputareperfectlycombined.Asaresultofautonomouslearningbeforeclass,aswellasinternalizationandconsolidationduringclass,studentshaveastrongerunderstandingandmemoryofgrammarknowledge.Besides,allthemicro-videosprovidestudentswithmoreresourcestohelpthemconstantlyreviewwhattheydon’tremember.Theotheraspectembodiesthatstudents’Englishgrammarmasteryandapplicationabilitygetgreatlydevelopedinmicro-video-basedflippedclassroom.Ingeneral,throughalateralcomparisonbetweentheexperimentalclassandthecontrolclassaswellasaverticalcomparisonbetweenthepre-testsandpost-testsoftheexperimentalclass,someconclusionscanbedrawn.Astheresultofgrammartestsshowsthatstudents’bettermasteryandapplicationofgrammarknowledgeembodyall-roundlanguageuse.Forexample,studentsintheexperimentalclasscannotonlyjudgeanddefinegrammarconceptsbycompletingmultiple-choicequestions,butalsocorrectlychoosethetense,voice,subject-predicateconsistencyandvocabularyformthroughtheoverallconsiderationofthelanguagecontextsduringcompletinggrammarfill-inquestionsandproofreading.DuringcompletingChinese-to-Englishquestions,studentscanperfectlyorganizesentencesbyusinggrammarknowledgewithlessChinglisherrors.Theirsentencesaremoregrammatical.Asfarasthetwocomprehensivetests,students’ordinaryperformancesandquestionnairesareconsidered,-30- 辽宁师范大学硕士学位论文students’grammarachievementsembodyall-roundlanguageskills.Studentsintheexperimentalclasshaveabetterideaofwhatotherssaidandtheycanalsoconsciouslyusegrammarknowledgeinoralcommunicationstoorganizetheirlanguagetoexpressthemselvesmorecorrectlyandfluentlyinvariousactivities.Duringreadingandwriting,theycanimprovetheirreadingcomprehensionefficiencybyanalyzingsentencestructuresaccordingtogrammarknowledgewhenencounteringsomecomplicatesentencesandtheycanwriteoutlongerandmorecomplicatedsentencesduringcompletingcompositions.Furthermore,studentsbecomemoresensitivetotheirownorothers’grammaticalerrorssothattheycanmoreactivelyobserveandcorrectthesegrammaticalerrorsinexpressions.4.2.2Students’ImprovementofAttitudestowardsGrammarLearningThisresearchmainlyindicatestheeffectsofmicro-video-basedflippedclassroomonstudents’grammarachievements.Inaddition,autonomouslearningandexplorationpluscooperativelearningalsoplayanecessaryroleintheflippedclassroom.Basedonsomecharacteristicsofflippedclassroom,autonomouslearningbeforeclassandcooperativelearningduringclassareabsolutelyindispensable.Soatthestartoftheexperiment,accordingtoteachingjournalsandinterviews,somestudentscannotcontrolthemselvesincompletingtasklistsbeforeclass.Specificallyspeaking,somestudentsdon’ttakenotescarefullyduringwatchingvideos.Manymistakesexistinexercises.AheateddiscussionisrareinQQgroup.Ontheotherhand,intheactivitiesduringclass,justonlyseveralstudentsareactive.Theatmosphereisverywired.Inoneword,studentsarenegativetothisnewteachingmethodactuallybecauseofinsufficiencyoflearningenthusiasmandinitiative.Theyaddictthemselvestothepassivereceptionandnegativeparticipants.Butastheteachergivesstudentsmoresupervisionandencouragement,tellsthemtheimportanceofautonomouslearningabilityandcooperationability,helpsstudentssolvetheirindividualproblems,studentsgraduallyadapttothisnewteachingmethodandtheystarttobeinterestedingrammarlearning.Therearevisiblechangestakingplaceinthelaterclasses.Bycheckingstudents’notestheywritedown,wecanseethattheywatchmicro-videosmorecarefully.Theerrorsintasklistsaredecreasing.Andtheycanputforwardmorevaluablequestionsworthybeingdiscussedmoredeeplyandspecificallyduringclass.Asaresultoftheimplementationofmicro-videosandallkindsofoutputactivities,studentsaremoreinterestedandenergetictoinvolvethemselvesingrammarclasses.What’smore,throughthestudybeforeclass,theyhaveabetterunderstandingofgrammarpointssothattheybecomemoreconfidenttoanswerquestionsputforwardbytheteachersandpeers.Nearlyeverymemberofgroupshavechancesoftakingpartinactivities.Tosomeextent,everystudentcangetmorehelpfromtheirgroupmembers.BesidesEnglishgrammar,studentsareaccustomedtostudyingbythemselvesinadvanceeveninothersubjects.Moststudentsthoughtmicro-video-basedflippedclassroomhavelotsofpositiveeffectsontheirautonomousandcooperativelearning,interestandattitudestowardsEnglishgrammarlearning.Tosumup,-31- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingstudents’enthusiasmandinitiativegetgreatlydevelopedintheflippedclassroom.4.2.3Students’FeedbackonFlippedClassroomGrammarTeachingFromtheresultsofquestionnairesandinterviews,itisnotdifficulttofindoutthatstudents’interestandattitudestogrammarlearningaremotivatedmoreorless.Moststudentshaveapositivefeedbackonflippedclassroom.Now,Imainlyexpoundfromthefollowingperspectives.Itcandevelopstudents’interestandimprovetheirattitudestogrammarlearningevenEnglishlearning.Asitisshowninresultsofpre-questionnaireandpre-interview,moststudentsthinkgrammarclassesareboringsothattheyjustpassivelylistentoteacherswithoutanyinterestorenthusiasm.Theyjusttakenoteswithoutspeakinganddiscussionsastheylistentoteachers.Asforafterclass,anumberofexercisesareassignedforstudents.Therearefewchancesforthemtofixtheirmistakes.Withthelapseoftime,students’enthusiasmdiesaway.Intheflippedclassroom,however,studentsenjoythestageofwatchingvideosbeforeclass.Studentsstatedthattheycanadjustthepaceofplayback.Theycanskipsomethingiftheyalreadyhaveagoodknowledgeofit.Onthecontrary,theycanrepeatsomethingiffallingintodifficulties.Inthisway,students’allneedsaremetsothattheywillnotbetiredoflearning.Inaddition,theycantakearevisionbywatchingvideosbeforeexaminations.Atthesametime,surroundedbythisatmosphere,theyfeelrelaxed.Itisthemostnecessarymodeforlearning.Duringclass,allkindsofactivitiesaredesignedforstudentstointernalizeandassimilategrammarknowledge.Becausestudentsalreadyhavestudiedgrammarknowledgecarefullybeforeclass,theyaremoreconfidenttotakepartintherelevantactivities.Themoreconfidencetheyhave,themorepositivelytheywilltakepartintheactivities,thegreaterprogresstheywillmake.Accordingly,thegreaterprogresstheymake,themoreconfidencetheywillget.What’smore,duringcompletingvariousactivities,students’competitiveandcooperativeawarenessisarousedwhichmotivatesstudentstoinvolvetheclass.Allinall,flippedclasscreatearelaxingandinterestingatmosphereforstudentswhichisnotasboringastraditionaloneanymore.Therefore,students’interestisdevelopedsomuch.studentsfallinlovewithlearninggrammar.Tosumup,theflippedclassroommodelispopularwithstudents.Flippedclassroomgrammarteachingcentersonstudents.Studentscandeterminetheirownpaceofstudy.Itisaprocessofconstructinggrammarknowledgehierarchythroughautonomouslylearningbeforeclassplusremedyingproblemsandapplyingknowledgeduringclass.Inthisprocess,studentsparticipateinactivitiesandtasksingroups,therefore,theirautonomouslearningandcooperativeabilityaredeveloped.Itarousesstudents’enthusiasmaboutlanguagelearning.What’moreimportant,students’grammarachievementsarevisiblyimprovedinmanyaspects.Inconclusion,studentsholdanabsolutelypositiveattitudestowardstheapplicationofmicro-video-basedflippedclassroominEnglishgrammarlearningandteaching.-32- 辽宁师范大学硕士学位论文5ConclusionAftertheimplementationoftheexperimentteachingandanalysisofresultdata,someconclusionscanbedrawn.Sothispartmainlyinvolvessomemajorfindingstargetedresearchquestions,severalpedagogicalimplicationsandlimitationsofthisstudy.Inaddition,furtherstudiesaresuggestedheretoverifytheapplicationofthemicro-video-basedflippedclassroom.5.1MajorFindingsThisresearchaimstoverifypositiveeffectsofmicro-video-basedflippedclassroomonseniorhighschoolEnglishgrammarlearningandteaching.Asitisdiscussedinchapterfour,thisnewteachingmethodcreatesunprecedentedchangesofstudents’performanceandclassatmosphere.Firstly,moststudentsmakegreatprogressingrammarachievements.Thisprogressnotonlyexistsinstudents’masteryofgrammarknowledgepoints,butalsointheirapplicationofgrammarknowledgeinlanguageuse.Fromresultsofgrammartests,questionnairesandstudents’dailyperformance,wecanseestudentsintheexperimentalclassvisiblyhaveabetterunderstandingofgrammarknowledgesothattheycanapplythosegrammarexpressionsmoresuitableforthespecificlanguagecontexts.Theycanmorecorrectlydefineandjudgegrammarconceptionsaswellaschoosecorrespondingtense,voiceandvocabularyformwithlessChinglisherrors.Inaddition,astheresultsofcomprehensivetestsandquestionnairesshowthatstudents’grammarapplicationabilityhelpsthemdeveloplanguageskillsincludingreading,speaking,listeningandwritingsothattheycangetbetterscoresinEnglishfinalexam.Especiallywithrespecttolongandcomplicatedsentences,studentsintheexperimentalclassobviouslyhaveadvantagesoverthecontrolclassbecausetheydobetterinanalyzingsentencesbyusinggrammarknowledge.Secondly,students’enthusiasmandinitiativeaboutgrammarlearningisdevelopedalot.Intheflippedclassroom,studentsaregivenmoretimetoautonomouslylearnandexplorebeforeclasssothattheycancontroltheirowntimeandpace.Andduringclass,studentscanhavediscussionswiththeirteacherandpeerstosolvetheirownproblems.Ittoalargeextentmeetsstudents’individualneeds.Inaddition,allkindsofactivitiesdesignedforfacilitatingstudents’knowledgeinternalizationandassimilationbuildaninterestingandrelaxedlearningatmosphere.Studentsfeellessstressed.Students’interestandattitudestowardsgrammarlearninggetchanged.Therefore,students’enthusiasmandinitiativeaboutgrammarlearningaccordinglyincrease.Thirdly,themicro-video-basedflippedclassroomispopularwithmoststudents.Self-studybeforeclassgivestheymorespacetounderstandandmemorygrammarknowledge.Besides,thosemicro-videosaredefinitelyhelpfulforthemtotakerevisionbeforeexams.And-33- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingactivitiesduringclassaresointerestingandrelaxingthattheycaninvolvethemselvesintheclass.Inoneword,themicro-video-basedgrammarflippedclassroomisnotboringlikethetraditionaloneanymore.Toconclude,flippedclassroomtogreatextentcanmeetdemandsofnewcurriculumreform.ItprovidesanewwayforEnglishgrammarteaching,enrichesteachingpracticeinhighschoolandsolvesmanyproblemsencounteredintraditionalclasses.FlippedclassroomofferssomevaluablesuggestionsandreferencesforEnglishteachers,learnersoreventheeducationreformersinourcountry.Inoneword,itisworthyforteacherstotrythisnewteachingmodel.5.2PedagogicalImplicationFlippedclassroomteachingmodelarousesstudents’learninginterests,lightenstheirstressandanxiety,strengthenstheirconfidence,developstheirautonomousandcooperativelearningability.Meanwhile,ithelpsstudentsmasterandapplygrammarknowledge.Furthermore,theeffectsofflippedclassroomonstudents’grammarlearninggiveussomeimportantpedagogicalimplication.Firstly,studentsshouldbecentered.Teachersaresupposedtopaymoreattentiontostudents’individualneeds.Highschoollearningisacriticalphaseforstudentswheretheyshapecognitivestyleanddevelopavarietyofabilities.Everystudenthashisorherowncharacteristicsdifferentfromotherssothattheyalsohavedistinctlearningneeds.Therefore,teachers’individualinstructionisnecessarytohelpstudentssolveindividualproblems.Onlystudents’individualproblemsgetsolvedcantheyconstantlymakeprogress.Secondly,students’knowledgeapplicationabilityshouldbeemphasized.Inthecurrentteachingsituation,studentstendtomechanicallylearnknowledgepoints.Theyhavelesschancesofapplyingknowledgetopractice,especiallyintheforeignlanguageclasses.Studentsusuallyareaskedtoremembervocabularyandgrammarpoints,buttheyhavelittleabilitytoapplythemtolistening,speaking,readingandwriting.Inordertoimprovethecurrentsituation,allkindsofactivitieshelpingstudents’knowledgeoutputshouldbearranged.Theseactivitiesnotonlyfacilitatestudents’knowledgeapplicationbutalsodecreasestudents’stress,accordinglyimprovetheirsubjectinterestandattitudestowardslearning.Besidesthegeneralpedagogicalimplication,somenoticesontheimplementationoftheflippedclassroomareillustratedhereforprovidingsomeadviceandreferencesforteacherstogettheeffectivenessofflippedclassroomguaranteed.1.MaterialsbeforeclassMicro-videosandtasklistsarethemainresourcesforautonomouslearningbeforeclass.Thedurationofmicro-videoshadbetterbelimitedwithin20minutes.Tasklistsshouldbecloselyconnectedwiththecontentofvideoswhichaimsathelpingstudentsconsolidatewhattheyhavestudiedbywatchingvideos.-34- 辽宁师范大学硕士学位论文2.SupervisionofteachersBecausesomestudents’self-controlawarenessandabilityareinsufficient,moresupervisionofteachersandparentsshouldbeguaranteedatthestartofflippedclassroom’implementation.Ifpossible,studentscanstudyinthestudyloungesofschool.Besides,studentsshouldbeaskedtotakenotesandwritedowntheirproblems.Inclass,teacherschecktheirnotes.3.ActivitiesinclassFirst,teachersreasonablyassigntaskstoeverystudent.Ifnot,students’enthusiasmmaybeinfluenced.Teachersshouldpayattentiontostudents’individualdemands.Inaddition,thereshouldbevariousactivitiesdesignedforstudents,suchasgames,competitions,discussions,whichcaneffectivelyarousestudents’positivity.Besidesthat,somewrittenexercisesarenecessary.4.EvaluationsonstudentsEvaluationsonstudentsshouldbediversified.Besidessomewrittenquizzes,students’performancesbeforeandduringclassshouldbeassessed.Self-assessmentandpeer-assessmentarealsoeffectivewaystocheckstudents’performances.5.Students’loadsTeachersshouldnoticestudents’studyloadsafterclass.Inflippedclassroom,itputsforwardhighrequirementstostudents’autonomouslearning.Studentsneedspendmuchtimeincompletingwatchingvideosandtasklists.Inordertodecreasestudents’pressure,teachersaresupposedtopainstakinglydesignactivitiesforstudentstomaketheminternalizeknowledgewithinaclass.Itisbesttoassignlittlehomeworkexceptautonomouslearningforstudentsafterclass.5.3LimitationsoftheStudyAlthough,theresearcherdesignstheresearchtothebestofherabilities,somelimitationsofresearchstillexist.Thisresearchlastedforabout4monthsinwhichresearchparticipantsarethestudentstheresearcheristeaching.Withinthelimitationofexperimentalsubjectsandperiod,theresultsofresearchjustillustratethesituationoftwoexperimentalclasses.Thefurtherresearchisneededforothersituations.Thisresearchmainlypointsattheapplicationofthemicro-video-basedflippedclassroomingrammarteaching.TheeffectivenessofflippedclassroominothertypesofEnglishclasssuchasreading,writing,listeningandspeakingdoesn’tgetproved.Sotheeffectivenessofthemicro-video-basedflippedclassroomneedsmorefurtherstudies.BecauseofthelimitationofInternetequipmentandresources,itisdifficulttofindthemostsuitablevideosforeverygrammarclass.Evenvideosmadebytheresearcherherselfarenotperfect.Besides,teacher’ssupervisionisalsodeficient.Evaluationsonstudentsarenotperfectlycomprehensive.Therefore,thisresearchcannotillustratetheeffectsofflipped-35- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingclassroomfromallperspectives.5.4SuggestionsforFurtherStudyFlippedclassroomisanewteachingmodelwhosefeasibilityandimplementationstrategiesneedtobeprovedinwiderpractice.Themoreconvincingdataandresultsshouldbeprovidedwiththehelpofmorediversifiedresearchparticipants,longerstudyperiodaswellasmoresubjectsandclasstypes.What’smore,thedevelopmentofhard-wareequipmentandsoft-wareplatformscancreateastrongersupportfortheimplementationofflippedclassroom.Inoneword,flippedclassroomdeservesourmoreattentionsandfurtherstudies.-36- 辽宁师范大学硕士学位论文References[1]Bergman,J.&A,Sams.2011.FlipYourClassroom:ReachEveryStudentinEveryClassEveryDay.WashingtonDC:InternationalSocietyforTechnologyinEducation.[2]Bergman,J.&A,Sams.2012.WhyFlippedClassroomAreHeretoStudy[EB/OL],6:23-25.[3]Bloom,B.1968.“LearningforMastery”UCLA-CSEIP-EvaluationComment.[4]Bloom,B.&J,Carroll.1971.MasteryLearning:TheoryandPractice.NewYork:HoltRinehartandWinston.[5]ChomskyN.1979.SyntacticStructures.Beijing:ChinaSocialSciencesPress.[6]Ellis,R.2003.Task-basedLanguageLearningandTeaching.NewYork:OxfordAppliedLinguistics.[7]Ellis,R.2006.CurrentIssuesintheTeachingofGrammar:AnSLAPerspective.TESOLQUARTERLY,40,(1):159-161.[8]Krashen,S.1981.SecondLanguageAcquisitionandSecondLanguageLearning.Oxford:OxfordUniversityPress.[9]Larsen-Freeman,D.2005.TeachingLanguage:FromGrammartoGrammaring.Beijing:ForeignLanguageTeachingandResearchPress.[10]Maureen,L.,G.Platt&M.Treglia.2000.Invertingtheclassroom:agatewaytocreatinganinclusivelearningenvironment.TheJournalofEconomicEducation,31,(1):30-43.[11]Mazur,E.1991.Canweteachcomputerstoteach?ComputersinPhysics,(5):31-38.[12]River,W,M.1988.OpeningDoorsandWindowsThroughInteractiveLanguageTeaching.ForeignLanguages,5,(57):1-9.[13]Skehan,P.1998.ACognitiveApproachtoLanguageLearning.OxfordUniversityPress.[14]Strayer,F.2012.Howlearninginaninvertedclassroominfluencescooperation,innovationandtaskorientation.LearningEnvironmentsResearch,15,(2):171-193.[15]Talbert,R.2011.Invertingthelinearalgebraclassroom.PRIMUS,24,(5):361-374.[16]顾雪林.2013.一个人的网络教学震动了世界.云南教育.(4):35-38.[17]教育部.2008a.新课程标准.北京：北京师范大学出版社.[18]教育部.2011b.教育信息化十年发展规划.http://www.moe.gov.cn/ewebeditor/uploadfile/2012/03/29/20120329140800968.doc.[19]金陵.2012.“翻转课堂”翻转了什么？中国信息技术教育.(9):18.[20]金陵.2013.用“学习任务单”翻转课堂教学.中国信息技术教育.(3):20.[21]李敬川,王中林,张渝江.2012.让课改的阳光照进教育的现实:重庆聚奎中学“翻转课堂”掠影.中小学信息技术教育.(3):16-18.[22]马秀麟,赵国庆,邬彤.2013.大学信息技术公共课翻转课堂教学的实证研究.远程教育杂志.(1):79-85.[23]赵娟.2015.走出传统英语语法教学的误区.新课程研究.(10):67-68.[24]仝敏.2005.浅谈外语视频资料在外语教学中的功用.教育与职业.(18):79-80.[25]王海杰,张黎.2014.翻转课堂在英语教学中的应用.教学与管理.(7):141-144.[26]尹佩飞.2014.翻转课堂在初中英语语法教学中的应用分析.中小学信息技术教育.(9):45-47.[27]张金磊,王颖,张宝辉.2012.翻转课堂教学模式研究.远程教育杂志.(4):46-51.[28]张黎,王海杰.2014.基于微课的翻转课堂在英语教学中的应用.教学与管理.(6):104-107.-37- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching[29]张渝江.2011.翻转课堂变革.中国信息技术教育.(10):118-120.[30]钟晓流,宋述强,焦丽珍.2013.信息化环境中基于翻转课堂理念的教学设计研究.开放教育研究.(1):58-64.-38- 辽宁师范大学硕士学位论文AppendixA:高中学生英语语法学习情况的调查问卷亲爱的同学们：你们好！众所周知，语法学习在整个英语学习学习尤其是基础学习阶段扮演着重要的角色，为了了解同学们的英语语法学习情况，进一步改善和优化我们学习英语语法的方式方法，老师特制定了本调查问卷。每个问题没有对错好坏之分，不会影响你们的任何成绩，请按照你们的真实情况和想法选择或填写。此次调查结果仅作为老师内部研究使用，不会给你们带来不必要的麻烦。谢谢同学们的合作与支持！1.你学习英语语法的方法是？A死记硬背B课上听老师讲解，课后做题来巩固理解语法C课前自主预习，课上与老师同学交流运用D其他方式2.你对英语语法的掌握情况？A能够熟知语法规则并灵活运用B能理解语法规则，但是不能灵活运用C根本不能理解语法规则3.你现在是否对英语语法学习感兴趣？A很感兴趣B正常学习，谈不上兴趣C很不感兴趣4.你认为影响你英语语法学习兴趣的主要原因是什么？A对英语学科的兴趣B英语教师的授课方式C个人英语基础问题D语法学习环境问题5.学习新课前，你会自主预习吗？如果预习，你自主学习新课的时间是？A不会自主预习B会，时间为2小时以上C会，时间为1-2小时D会，半小时左右6.你在英语语法课上的发言机会?A非常多B比较多C不是很多D基本没有7.在英语语法课上的小组合作学习中的参与程度？A非常活跃B比较活跃C不是很活跃D基本不发言8.课堂上你能否听懂其他同学和老师表达的观点？A能，基本能理解别人所表达的意思B能，但是稍复杂就会感觉困难C不能，完全听不懂9.课堂上你能否运用所学的语法知识进行口语表达？-39- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingA能，表达基本正确B能，但是错误较多C不能不想参与课堂活动10.阅读文章的时候，遇到长难句，你会怎样理解句意？A用语法分析句子结构B查字典，逐个翻译单词C直接放弃D其他11.你能否在写作中运用语法知识写出较复杂的句子？A能，基本都是较复杂的句子B能，但是不多C不能，基本都是短句12.在课堂活动中你能否发现自己或他人的语言错误？A经常能发现B偶尔能发现C几乎没发现13.你对英语老师的语法教学工作有什么意见和好的建议？-40- 辽宁师范大学硕士学位论文AppendixB:高中学生英语语法学习情况的调查问卷亲爱的同学们：你们好！我们已经运用基于微视频资源的翻转课堂教学模式学习英语语法半年之久，老师想了解同学们对这种新的教学模式的看法与感受，特制订了此调查问卷，每个题没有对错好坏之分，不会影响你们的任何成绩，请按照你们的真实情况和想法选择或填写。此次调查结果仅作为老师内部研究使用，不会给你们带来不必要的麻烦。谢谢同学们的合作与支持！1.你对英语语法的掌握情况？A能够熟知语法规则并灵活运用B能理解语法规则，但是不能灵活运用C根本不能理解语法规则2.你对现在的英语语法学习是否感兴趣？A仍然很感兴趣B比之前更感兴趣C与之前比，更不感兴趣D依然很不感兴趣3.你认为影响你英语语法学习兴趣变化的主要原因是什么？A兴趣并未发生变化B老师的授课方式的改变C只是自己的学习态度和习惯的改变D自己认知的改变4.学习新课前，你会自主预习吗？如果预习，你自主学习新课的时间有何变化？A仍然不会自主预习B较之前有所提高C和以前一样的时间D不如以前5.你在英语语法课上的发言机会?A较之前有所提高B和以前差不多C不如以前6.在英语语法课上的小组合作学习中的参与程度？A较之前有所提高B和以前差不多C不如以前7.你觉得这种教学模式对你的听力有没有影响？A有积极影响，基本能听懂别人的表达了B有积极影响，但有时还是较费力C没有什么影响8.你觉得这种教学模式对你的口语表达能力有没有影响？A有积极影响，表达更准确、更流畅了B有积极影响，敢于开口说英语了，不像以前那么胆怯，但错误较多C没有什么影响-41- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching9.这种教学模式对你的阅读方式有没有影响？A能够较熟练地用语法分析句子结构B基本能分析长难句，但有时较费力C看到长难句还是放弃，或使用字典较10.这种教学模式对你的写作有没有影响？A有很大积极影响，能灵活运用语法写出较复杂的句子B有积极影响，基本能将所学语法运用于写作中，但有时较复杂的句子会出错C没有什么影响11.在课堂活动中你能否发现自己或他人的语言错误？A经常能发现B偶尔能发现C几乎没发现12.你喜欢在英语语法学习中运用基于微视频资源的翻转课堂吗？A非常喜欢B喜欢C一般D不太喜欢E不喜欢13.与传统课堂相比，你认为翻转课堂语法教学的效果如何？A非常好B较好C一般D较差E非常差14.与传统课堂相比，翻转课堂是否更利于你学习语法知识？A非常有利B有利C一般D不利E非常不利15.与传统课堂相比，你在翻转课堂上是否有更多练习语法的机会？A很多B较多C一般D较少E很少16.与传统课堂相比，翻转课堂是否更有利于你的合作学习能力？A非常有利B有利C一般D不利E非常不利17.与传统课堂相比，翻转课堂是否更有利于你的独自探究能力？A非常有利B有利C一般D不利E非常不利18.你觉得课前自主学习的学习负担重吗？A很多B较多C一般D较少E很少19.你在课前自主学习阶段的学习情况好吗？A非常好B较好C一般D较差E非常差20.翻转课堂提高了你对学习英语语法的信心？A很大提高B和原来没有区别C有所下降-42- 辽宁师范大学硕士学位论文AppendixC:访谈提纲Pre-interview1.你的英语成绩怎么样？你认为你在学习英语哪方面比较有困难，需要帮助？2.你觉得英语语法难吗？你平时是如何学习英语语法的？3.老师想换一种英语语法的教授方式，希望对你们的学习有更大的帮助，你的态度是怎样的？Mid-interview1.与传统的语法课相比，你喜欢翻转课堂的教学模式吗？为什么？2.在翻转课堂模式的语法课上你的表现如何？尤其是自主学习和小组讨论环节。3.你在翻转课堂上遇到了什么困难？4.你觉得翻转课堂模式对你的语法学习甚至整个英语的学习有帮助吗？比如说学习兴趣，学习习惯和态度，英语成绩等等。5.你对老师现在进行的翻转课堂语法教学模式有哪些意见和建议？Post-interview1.自从实施翻转课堂教学模式以来，你的英语成绩上升了还是下降了？这种语法学习模式对你的英语成绩有帮助吗？2.你觉得你能适应翻转课堂模式的语法教学吗？3.你希望我们继续用翻转课堂这种教学模式吗？-43- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingAppendixD:语法技能测试----前测一．单项选择（30分）1.Inordertofind____betterjob,sheplannedtolearn____secondforeignlanguage.A.the;aB.a;aC.the;theD.a;the2.---Howsoonshallwestartthebicycletrip?---___.A.infiveday’stimeB.infivedays’timeC.infivedaystimeD.forfivetime3.Don’tworryaboutme.I’moldenoughtothinkfor___.A.himselfB.herselfC.yourselfD.myself4.Thechairpersonreceivedaboutthree____applicationstojointheBirdwatchingClub.A.hundredB.hundredofC.hundredsofD.hundred5.Themothercan’tleaveherchild____her.A.onB.withC.atD.by6.Tigerswait_____itisdark,thengoouttofindherfood.A.sinceB.untilC.thoughD.because7._____Saturday_____SundayisOK.Iwillbefreeinthosetwodays.A.Either;orB.Neither;norC.Both;andD.One;theother8.-----Ifthereare____peopledriving,therewillbe____airpollution.-----Yes,theairwillbefresherandcleanerA.less;lessB.less;fewerC.fewer;fewerD.fewer;less9.Larryis_____Jimmy.Heisnottallestboyinourclass.A.notsotallasB.notastallerasC.nottallerasD.astallas10.------Howwastheweatheryesterday?------Itwasterrible.Itrained_____.studentscould_____goout.A.hardly;hardlyB.hard;hardlyC.hard;hardD.hardly;hard11.-----DoyouhaveJay’CDs?-----Sorry,theyare____.Butwe’llgetsomemorenextweekbecausethey____.A.soldwell;areonsaleB.soldout;sellwellC.sellingwell;sellwellD.forsale;areonsale12.It_____Allentwentyminutestowalktoschooleveryday.A.spendsB.takesC.paysD.costs13.You_____worryaboutyourson.HewillgetwellsoonA.needn’tB.can’tC.mustn’tD.haveto14.I____liveinthecountryside,butlastyearImovedtotheU.S.-44- 辽宁师范大学硕士学位论文A.wouldB.usedtoC.couldD.must15.You____askthatmanoverthere.Maybeheknowsway.A.hadbetternottoB.hadnotbetterC.hadbetterD.hadbetternot16.Ifourgovernment___attentiontocontrollingfoodsafetynow,ourhealth____indanger.A.won’tpay;isB.doesn’tpay;isC.won’tpay;willbeD.doesn’tpay;willbe17.Theclothingstore____asale.Theclosesthereareveryclean.A.hasB.hadC.ishavingD.washaving18.Lookattheclouds.It____.A.wasrainingB.willrainC.isgoingtorainD.hasrained19.Myparents____TVthistimeyesterdayevening.A.werewatchingB.watchedC.arewatchingD.weregoingtowatch20.Moremoney____whenweusebothsidesofpaper.A.willsaveB.wassavedC.hassavedD.willbesaved21.Anaccident____onthisroadlastnight.A.hashappenedB.washappenedC.ishappenedD.happened22.Mummakesmeeatanappleeveryday____thedoctoraway.A.keepsB.iskeptC.tokeepD.kept23.Hewilltry____thesamemistakeagain.A.don’tmakeB.doesn’tmakeC.nottomakeD.tonotmake24.Theyarebusy_____theoldcar.A.withmendB.mendC.tomendD.mending25.There_____inthegardenatreeaboutfortyfeethigh.A.wereB.livedC.stoodD.lay26.There____someoneknockingatthedoor.Let’sgotosee.A.seemsbeB.seemshaveC.seemstobeD.seemstohave27.Youusuallyhaveasportsmeetingeveryterm,_____?A.haveyouB.doyouC.haven’tyouD.don’tyou28.Nothingbutflowersandtrees____thehill.A.coversB.coverC.coveringD.iscovered29.Youwon’tfeelhappyatschool____yougetonwellwithyourclassmates.A.thoughB.whenC.unlessD.because30.Anyone_____thisopinionmayspeakout.A.whatisagainstB.thatareagainstC.whoisagainstD.whoareagainst二．语法填空（20分）TodayisSunday,I’vebeeninCanadafortwomonths.ThisisthefirsttimethatIhavebeenaway_______myfamilyforsuchalongtime.WiththehelpofKatia,aroommateofmine,I’vesoongotusedto______(live)withoutmyparentsaround.Katia,likemanyother-45- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingRussiangirls,______(be)niceandlively.Webecamefriendsshortlyafterwe________(meet)eachother.AlthoughherEnglishisalittlehardtounderstand,weenjoy______(chat)andweusually_______(talk)alotaboutourownfamily.We’reboth_______(surprise)thatChinesecultureandRussianculture_______(be)sodifferent.Now,we_______(plan)asmallpartyfornextSunday.There,Katia_______(introduce)metosomeofherfriends,oneofwhomhasbeentoChinaseveraltimes.Ijustcan’twait.三．短文改错（20分）AtChristmasEve,JimwentwithhisfathertochooseaChristmastree.Theychooseabigone.Itwasalmostastallerastheroom!Theyputtheminthecornerofthesittingroom.KatewascovereditwithalotofChristmaslight.Thesittingroomlookedreallybeautifullyatthemoment.Therewasafireburninginthefireplace,buttheChristmastreelightswereshinningbrightly.Jimandhisparentssinginganddancinghappily.四．翻译句子。（30分）1.即使他错了，仍然要坚持自己的观点。2.他早早动身，以便按时到达。3.直到他来了，我们才开始讨论。4.老师说太阳从东方升起。5.我认为没有人能做到。6.请解释一下你上课迟到的原因。7.我不知道他们是否回来帮助我们。8.恐怕你不能在这里拍照。9.下周五将要举行一场演讲比赛。10.我认为他不在乎衣着，是不是？-46- 辽宁师范大学硕士学位论文AppendixE:语法技能测试-----后测一．单项选择（30分）1.Everyoneinmyclass_____ournewEnglishteacherMr.Black.A.likeB.likesC.arelikeD.isliking2.LilyandLucyoften______toschoolbycar,buttodaythey_____.A.come;arewalkingB.arecoming;arewalkingC.arecoming;walkD.comes;walk3.AssoonasI_____home,I"llhaveahotbath.A.havegotB.willgetC.getD.amgetting4.Theteachertoldmethattheearth_____round.A.wasB.isC.wereD.areturning5.—When_____again?—whenhe_____,I"llletyouknow.A.hecomes;comeB.willbecome;willcomeC.hecomes;willcomeD.willhecome;comes6.____terribleweatherwehavebeenhavingthesedays！A.HowaB.WhataC.HowD.What7.____goodtimeyouhadlastnight！A.WhatB.HowC.WhataD.Very8.---Whoisthemantalkingtotheteacher?---Amodelworker____ourschool.A.visitsB.isvisitingC.visitedD.visiting9.Pricesofdailygoods____throughacomputercanbelowerthanstorepricesA.areboughtB.boughtC.beenboughtD.buying10.TheChineseareproudofthe29thOlympicGames_____inBeijingA.holdB.holdingC.heldD.tobeheld11.I____inLondonformanyyears,butI’veneverregrettedmyfinaldecisiontomovebacktoChina.A.livedB.waslivingC.havelivedD.hadlived12.Howcanyoupossiblymissthenews?It____onTValldaylong.A.hasbeenB.hadbeenC.wasD.willbe13.MycousinwenttoCanadatwoyearsago.He____thereforafewmonthsandthenwenttoAmerica.A.workedB.wouldworkC.wouldbeworkingD.hasbeenworking14.Allthepreparationsforthetask____,andwe’rereadytostart.-47- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingAcompletedBcompleteChadbeencompletedDhavebeencompleted15.Whenandwheretogofortheon-salaryholiday___yet.A.arenotdecidedB.havenotbeendecidedC.isnotbeingdecidedD.hasnotbeendecided16.Ifwehadfollowedhisplan,wecouldhavedonethejobbetterwith____moneyand_____people.A.less;lessB.fewer;fewerC.less;fewerD.fewer;less17.---Howdidyoufindyourvisittothemuseum?---Ithoroughlyenjoyedit.Itwas______thanIexpected.A.farmoreinterestingB.evenmuchinterestingC.somoreinterestingD.alotmuchinteresting18.LiuFangstudiedmuchbetterthan______studentinherclass.A.anyB.anyotherC.theotherD.other19.Thisnewtypeofmobilephoneisnearly______myoldone.A.twicethesizesofB.twicesizeofC.twicesizesofD.twicethesizeof20.---Areyousatisfiedwithheranswer?---Notatall.Itcouldn’thavebeen______.A.sobadB.worseC.betterD.theworst21.The____youstudy,the____you’llbeinit.A.hard;interestB.harder;interestingC.harder;moreinterestedD.hardest;moreinterested22.Wheneveryou_____apresent,youshouldthinkaboutitfromthereceiver’spointofview.A.BoughtB.haveboughtC.willbuyD.buy23.That’swhyIhelpbrightenpeople’sdays.Ifyou_____,who’stosaythatanotherpersonwill?A.Didn’tB.don’tC.weren’tD.haven’t24.____lateinthemorning,Bobturnedoffthealarm.ATosleepBSleepingCSleepDHavingslept25.Allthesegiftsmustbemailedimmediately_____intimeforChristmas.AinordertohavereceivedBinordertoreceiveCsoastobereceivedDsoastobereceiving26.Hecamebacktolife,only_____everythingwasstolen.A.tofindBfindingCfoundDfind27.Iampleased____totheparty.AtoinviteBinviteCtobeinvitedDinviting28.Ihadbeenwaiting__beforeJoanarrived.A.sometimeB.sometimeC.sometimesD.sometimes29.Thepartywillbeheldinthegarden,weather_____.A.permittingB.topermitC.permittedD.permit-48- 辽宁师范大学硕士学位论文30.MichaelputupapictureofYaoMingbesidethebedtokeephimself_____ofhisowndreams.A.remindingB.toremindC.remindedD.remind二．语法填空（20分）Asteenagers,youhavemanydreams.Thesedreamscanbeverybig,suchas______(win)theNobelPrize,ortheycanbeverysmall----forexample,youmayjustwanttobecomethebeststudentinyourclass.Onceyoufindadream,whatdoyoudowithit?Doyouevertrytomakeyourdreamcometrue?AndrewMatthews,________Australianwriter,tellsusthatmakingourdreamscometrueisthe_______(big)challengeinourlife.Youmaythinkyouarenotverygood_______someschoolsubjectsoritis_______(possible)foryoutobecomeawriter.Thesekindsofthoughtsstopyou_______(realize)yourdreams.Infact,everyonecanfulfillhisdream.Thefirstthingsyoumustdoisrememberingwhatyourdreamis.Don’tletitleaveyourheart.Keeptellingyourself______youwant.Dothisstepbystepandyourdreamwillcometrueearlierbecauseabigdream_______(make)upofmanysmalldreams.Youmustalsonevergiveupyourdream.Therewillbemany______(difficult)ontheroadtoyourdreams.Butthebiggestonecomesfrom_______(you).Youneedtodecidewhatisthemostimportant.三．短文改错（20分）WhenIwasinhighschool,mostofmyfriendhadbicycles.IhopeIcouldalsohaveit.OnedayIsawasecond–handbicycle,thatwasonlyonehundredyuan.Iaskedmyfatherthemoney.Buthesaidhecouldonlygivemehalfofthemoney.Heshouldfindtheotherhalfmyself.SoIwenttosellnewspapersaftertheschool.MyfatherwaspleasedifIshowedhimthemoneyamonthafter.Hegivesmetheotherfifty.YoucanimaginehowmuchhappyIwaswhenIrodetoschoolonmyownbicycle.四．句子翻译（30分）1.这个年轻人写的书获得了很大的成功。2.这房间足够大可以容下10个人。3.飞机在上午九点起飞。4.他刚做完试卷，铃声就响了。5.老师建议我们换种方法来做实验。6.你是否考虑过找一位笔友？7.我一见到他就告诉他这个消息。8.她使每天早晨读英语成为一种习惯。9.我觉得她在两天之内完成这项工作是不可能的。10.希望他能够通过这次考试。-49- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingAppendixF:辽宁省大连市2017-2018学年高一英语摸底考试试题第I卷第一部分阅读理解（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。ACarol:Istartedplayingthecello（大提琴）whenIwasabouteightornine.ItwasgreatplayingthecellobecauseIwasinyouthorchestrasandwewentabroadtodotours.Butanyway,whenIgottouniversity,Istoppedplaying.Well,therejustwasn’ttimeandthereweresomanyotherthingstodo.Luckily,Itookitupaftermy25thbirthdayandjoinedaband.Daniel:WhenIwaslittle,IthoughtI"denduplearningtheguitarlikemyfather,butthenIdecidedthatIwantedtohavemyowninstrument,soIchosethetrumpet（小号）.I’mintheschooljazzbandandI"dliketobeamusicianwhenIgrowup,butmydadsaysit’sdifficulttomakealivingfrommusic.ButIdon"twanttobealawyerlikehim.It’ssoboring.Carmen:NobodylikeslivingnearsomeonelikemebecausewhenIpractice,Imakealotofnoise!Butyouhavetokeeppracticing,don"tyou?Otherwiseitgetsmoreandmoredifficult.Thetroubleis,inthesummer,whenit’shot,Ihavetoopenthewindows,sothewholestreetgetstohearitifI"mnotcareful.IloveplayingthedrumsandIplayinafantasticband.Vince:I’veplayedtheguitarforaslongasIcanremember,butwhenIwastryingtomakeitasamusicianafterschool,IusedtoplayintheUndergroundinLondontomakeabitofextramoney.Ikeptonplaying,butIranarestauranttomakealiving.WhenIgetanysparetimeIstillplay.I’vegotafewfriendswholikemusictooandwehaveformedaband.1.WhydidCaroloncegiveupplayingthecello?A.Shecouldn’tgoabroadtoplay.B.Sheturnedtootherinstruments.C.Shefounditboringtoplayitallday.D.Shecouldn’tspareanytimetoplayit.2.WhatdoweknowaboutDaniel?A.Heplaysthetrumpetintheschoolband.B.Heisgoodatplayingtheguitar.C.Hisfatherpusheshimtobealawyer.D.Hisfathergiveshimalotofhelp.3.WhatisthetroublethatCarmenisfacing?A.Shecannotplaywellinpublic.B.Playingthedrumsbothersothers.C.ThestreetissonoisyinthesummerD.It’shardtokeeppracticinginthesummer.4.WhydidVincestartrestaurantbusiness?A.Tomakealiving.B.Toformaband.-50- 辽宁师范大学硕士学位论文C.Tomakefriends.D.Tosharemusic.BWinslowHomerwasafamousAmericanpainter.SinceArtHistoryclassincollege,IhadalwaysadmiredhisworksandIwasluckytoseealargeexhibitionofhisworkswhenIwasinmyearly30s.ItwasatthiseventthatIboughtaprintofhispainting,“SnaptheWhip”.ItalwayshunginmyclassroomuntilIretiredfromteaching.Ithoughtittrulycapturedthefreedomandfunofchildhood.Inthepainting,agroupofyoungboysareplayingagamearminarmongrassgroundinfrontofafarmhouse.Theyarejumpingandlaughingwildlywithgreatjoy.Oneoftheboysisfallingdowntotheground.Theyarenotevenwearingshoes!Duringmylastyearofteaching,therewasayoungwomaninherfirstyearofteachingrightnextdoortomeandwegottobegoodfriends.Shehadbeenanartstudentbeforetakingupeducation.Hereyesweredrawnimmediatelytothisprintwhensheenteredmyroom.Soonmylastdayofteaching,afterthestudentshadleft,Itookthepaintingoffthewallandwalkednextdoorandgaveittoher.Shewasreallysurprised,butverygladtohaveit.IwasdelightedthatshelikeditandallthestudentsshewouldhavewouldtreasureitasmuchasIhad.Wefoundtheperfectplaceforitononeofherwallsandhungittogether.Iwashappythatshebroughtbackthiswonderfulmemoryforme.5.Whydidtheauthoradmirethepainting“SnaptheWhip”somuch?A.Hehadadeeploveforchildrenandstudents.B.ItwasboughtfromafamousAmericanpainter.C.Ithadalsodrawntheattentionoftheyoungwoman.D.Heappreciatedthefreedomandfuninthepainting.6.Whatisthepaintingabout?A.Thenatureofchildren.B.Homelesschildren.C.Hard-workingfarmers.D.Thepleasureofworking.7.Whatdoestheunderlinedword“captured”inParagraph2probablymean?A.Caught.B.Controlled.C.Recognized.D.Influenced.8.Howdidtheauthorfeelwhenseeingthepaintinghunginthewoman’sroom?A.Regretful.B.Painful.C.Pleased.D.Proud.CSharingEUmbrella,anewumbrellasharingcompanybasedinShenzhen,China,recentlyannouncedthatithadlostmostofthe300,000umbrellassinceitsetup.China’ssharingeconomyhasbeengrowingrapidly,withcompaniesofferinganythingfrombicyclesandbasketballstophonebatteriesforpeopletorent.Customersmakeasmalldeposi（t押金）andgettousethethingforadailycost,withafineputinplaceforeverydayiftheyfailtoreturntheproductintime.It’sasimplebusinessmodel,andmarketdatashowsthatpeopleseesharingasacheapandconvenientwaytocutdownwaste.-51- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingZhaoShupingfoundedtheSharingEUmbrella,anumbrellasharingservice,inApril.BytheendofJune,hehadalreadystartedin11majorChinesecities,includingShanghai,NanjingandGuangzhou.Whilepickinguptheumbrellaswassimple,astheyweremadeavailable（可得到的）atbusandsubwaystations,thereturnsystemturnedouttobeadifferentmatter.“Umbrellasaredifferentfrombicycles,”Mr.ZhaotoldChinesenewssitethepaper.cn.“Bikescanbeparkedanywhere,butwithanumbrellayouneedsomethingtohangiton.”Soinsteadofbotheringtoreturntheumbrellasbacktoastation,alotofpeoplejusttookthemhome,andSharingEUmbrellahasreportedlylosttrackofmostofthe300,000umbrellas.Consideringthatborrowingumbrellasrequiresa19yuandeposit,withafeeof0.50yuanperhalfanhourusage,Zhaosaysthathesuffersalossof60yuanperlostumbrella,sothecompanyisnowinthered,butheisnotreadytostopitjustyet.ZhaoannouncesthatSharingEUmbrellastillplanstorollout（推出）30millionnationwidebytheendoftheyear.9.WhatdoweknowaboutSharingEUmbrella?A.Itmakespeoplelearntohelpeachother.B.Itneedspeopletomakeasmalldepositfirst.C.Itdevelopedfasterinthewesterncountries.D.Itproducesmorewasteandcausesdisorder.10.WhatproblemdidSharingEUmbrellameetafteritwasfounded?A.Thecompanyhadnomoneytoproduceumbrellas.B.Umbrellasarenotallowedtohanganywhere.C.Lotsofcustomersdidn"tgivetheumbrellasback.D.Peoplerefusetopaydepositfortheumbrellas.11.Howmuchdidhiscompanyloseifanumbrellawaslost?A.0.5yuan.B.19yuan.C.60yuan.D.120yuan.12.Wecaninferfromthelastparagraphthat.A.ZhaohasfoundawaytogettheumbrellasbackB.ZhaowillcontinuehisumbrellasharingserviceC.MostofZhao’scompanieshavebeenclosedD.SharingEUmbrellaisafailureforZhaoDMorethan135,000UKdrinkerswilldiefromcancercausedbyalcoho（l酒精）bytheyear2035,researcherssay.AstudybySheffieldUniversityandCancerResearchUKshowsthatalcoholwillcosttheNHS(NationalHealthService)￡53billionoverthenexttenyearsincluding￡2billiononcancer.Althoughalcoholisknowntocausemanytypesofcancerincludingbreastandthroat,mostpeopledon’trealizetherelationbetweenalcoholandcancer.Asurveyof2,100Britonsbytheresearchersearlierthisyearfoundnineintendidnotconnectdrinkingwithcancer.Theresearchersusedacomputermodeltoworkoutthenumbersofalcohol-relatedcancerdeaths,-52- 辽宁师范大学硕士学位论文hospitaladmissions（入院）andtotalcoststoNHSoverthenext20years.Thestudyshowsthatafifthofmenand1in10womenhavealcoholeveryday—manyofthesearemiddle-agedandmiddleclass.Researchersareveryworriedaboutthisgroupastheybelievecancermaybecausedbydrinkingoverlongperiods.Thestudyshowsthatevenifthecoststaysasitis,alcohol-relatedcancerdeathswillrisefrom6,299in2015to7,097in2034.Alcoholwillleadto891,299hospitaladmissions,upfrom802,118in2015,and65,005willbecausedbycancer.EarlierthisyearChiefMedicalOfficerDameSallyDaviesstudiedcarefullythealcoholguidance（指导）forthefirsttimeinthirtyyears.Shetoldpeopletherewasnosafelevelofdrinkingandadvisedthemtodrinknomorethan14unitsaweek.Butresearcherssaythisguidanceisn’tenoughandwantthegovernmenttoincreasealittlepriceperunitofalcohol.13.Whatcanwelearnfromthetext?A.Alcoholwillbethemaincauseofcancerdeaths.B.Morepeoplewillgetawayfromthehabitofdrinking.C.Thecomputermodelcanhelpresearcherstocutdowncostsoncancer.D.Mostpeoplearenotclearabouttherelationbetweenalcoholandcancer.14.Whatistheresearchers’hopeforthegovernment?A.Tocontinuetosupportthestudy.B.Toputupthepriceofalcoholproperly.C.Tocontrolalcohol-relatedcancerdeaths.D.Tostudythealcoholguidancecarefully.15.Whatmaybethebesttitleforthetext?A.ARecentStudyaboutCancerB.TheCostoftheNHSonAlcoholC.TheDiscoveryoftheCausesofCancerD.Alcohol-relatedcancerovertheComingYears第二节（共5小题；每小题2分，满分10分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。Itiseasytokeepyourspiritsbrightwhenlifeisgoingalongsmoothlyandgoodnewsseemstoturnupateveryturn.Itisanentirelydifferentpicturewhenlifegoesoffcourseorbadnewsappears.Thequestionthenbecomes:Howdowekeepourspiritsbrightthroughoutthedifferentstagesoflife?16.GetEnoughSleepItwasn’tuntilIbecameamotherthatIrealizedhowimportantagoodnight’ssleeptrulyis.17.Sleepissuchanamazinggifttorechargeandstart.BacktoBasics（基本）WhenIfeeltiredwithtoomuchtodo,Ilovetoputonmyshoesandgetoutsideforarun.-53- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching18.Gettingbacktobasicscanincludethingslike:gettingoutside,havingrealconversationswithrealpeople,enjoyingamealwithalovedoneordoinganactivitythatbringsyoujoy.TimeManagementIflifefeelslikeitisoutofcontrolandyoucan"tkeepup,seewhathappenswhenyoutrytomanageyourtime.Therearemanytimemanagementsystemsouttherethatcanhelp.Haveeventreminders（提醒）onyourphoneandcomputer.19.Startyourdaybywritingalistofwhatyouplantoachieve.Andsometimeswealsoneedtoletgoofthingsthataren"timportant.20Keepingourdeepestdesiresanddreamsaliveistheveryfuelthatkeepsourspiritsbright.Giveyourselfthegiftofhavinggoalsanddreams,anddon’tallowfeartohaveasayinhowbigyourdreamsmaybe.A.DreamBigB.WecankeepyourspiritsbrightanytimeC.SetanalarmtoremindyoutoleaveearlyD.TryoutthefollowingiftheysoundlikeafitforyouE.Forthisreason,IshouldneverfeeltiredintheoutsideF.GettingenoughpillowtimehasawayofmakingusfeelmorehumanG.There’ssomethingaboutnatureandfreshairthatgetsmystressaway第二部分英语知识运用（共两节，满分45分）第一节完形填空（共20小题；每小题1.5分，满分30分）阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。Wefoundhimafewweeksago,walkingalongtheroadinthecountryside.Hewasjumpingoncars,andwe21maybehisfamilywascampingsomewherenearby,22wepassedhimby.Afewhourslater,onourreturn23,hewasstillinthesameplace,24,tryingtogetpeopleto25forhim.Whenhenoticed26,helaydowninthemiddleoftheroad,sowewereunableto27him.Westoppedthecarandlookedaroundforafewminutes,tryingtofindhis28.Butwefailed.Thenwetooka29lookatthedog.Hehadnocolla（r项圈）andhewasreally30.Wedecidedhewasabandoned.Myhusbandsaid,“31hedoesn’tbite（咬）mewhenItrytopickhimuptoputhiminthe32,wewillhaveanewdog.”Thedog33joineduswithnofightatall.Hekeptstickinghisheadbetweenthetwofrontseatsandthankingusfor34himup.Thedoghadbeen35ontheroadforsometime.Hewassothin.So,we36-54- 辽宁师范大学硕士学位论文himalotoverthenexttwoweeksandhegainedovertwentypounds.Wetookhimtothevet（兽医）,whosaidthedogappearstobeingood37.Thevetguessedthedogisabouttwoorthreeyearsofage,fromtheconditionofhisteeth.Wedo38thisdog.Hehasbeenmistreatedandyet,heisstillverysweet.Hehadnomanners,butheisa39learner.Henolongertriestogetonthebed,buthedoeslikesittinginchairs.Hehasbecomea40ofourfamily.21.A.discoveredB.rememberedC.thoughtD.knew22.A.unlessB.soC.orD.because23.A.roadB.flightC.stageD.trip24.A.besidesB.thusC.againD.instead25.A.stopB.leaveC.fightD.sing26.A.themB.usC.othersD.each27.A.talkwithB.searchforC.getaroundD.worryabout28.A.ownerB.friendC.ropeD.food29.A.carelessB.goodC.differentD.last30.A.beautifulB.normalC.healthyD.thin31.A.WhileB.ThoughC.AsD.If32.A.streetB.countrysideC.placeD.car33.A.sadlyB.happilyC.fearfullyD.proudly34.A.carryingB.pickingC.settingD.lifting35.A.clearlyB.impossiblyC.willinglyD.safely36.A.trainedB.taughtC.fedD.walked37.A.memoryB.connectionC.styleD.health38.A.trustB.forgetC.loveD.dislike39.A.quickB.slowC.badD.future40.A.memberB.geniusC.heroD.passenger第II卷注意：将答案写在答题纸上。写在本试卷上无效。第二部分英语知识运用（共两节，满分45分）第二节（共10小题；每小题1.5分，满分15分）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。E-commerce（电子商务）haschangedthelivesofpeopleacrosstheworld.Withfewerpeople41(leave)homeforshopping,physicalstoresarehavingamore42(difficulty)time.Itseemsthatonekindofphysicalstoreisnotbeinghit—theconveniencestore.Conveniencestoresalesin2016inChinaincreasedby13percent43(compare)withthatof2015,accordingtoChinaDaily.Therearenow44(near)100,000conveniencestoresinChina.AndinJapan,thereare11,000moreconveniencestoresin2017-55- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingthanin2010.Whyarethese24-hourstoreswith45averageareaof110squaremetersenjoyingsuchrapid46(develop)?Onereasonisthatyoungpeoplehavegrownintothehabitofshoppingatconveniencestores,notedConvenienceStoreNews.Convenience47(store)notonlyhaveeverythingfordailyuse,butalsofreshfoodlikesushi,breadandsalads,48areallquitepopularamongyoungpeople.What’smore,different49supermarkets,manyconveniencestoressellthingstheymakethemselves,likebreadandcakes.Astheseproductscanonly50(find)inthesestores,manypeoplegotherejusttobuythem.第三部分写作（共两节，满分35分）第一节短文改错（共10小题；每小题1分，满分10分）假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。增加：在缺词处加一个漏词符号（^），并在其下面写出该加的词。删除：把多余的词用斜线（）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注意：1.每处错误及其修改均仅限一词；2.只允许修改10处，多者（从第11处起）不计分。Iusedtolikejunkfoodverymuch,andmymotherdidn"tallowmetoeatit.SometimesIwouldsecretgotoeatit.IlikedtoeatFrenchfries（薯条）,andcouldeatalotatatime.OnedayIwenttohavesomeagain.Iorderedtwofriesandtwosandwich.Afterfinishthemeal,Igotasickfeelinginthestomach.IwasveryafraidthatIdidn’ttellmymother.ThenIthrowupandfelthotallovermybody.Asaresult,mymothercameandfoundthatifIgotafever.Hetookmetothenearbyhospitalinthehurry.Sincethen,Inevertouchedjunkfoodagain.第二节书面表达（满分25分）假定你是李华，你的美国笔友Tom来信向你了解京剧的有关情况。请你用英语给他写一封回信，内容包括：1.京剧是中国的国剧；2.京剧有两百年的历史；3.在国内外享有盛誉。注意：1.词数100左右；2.可以适当增加细节，以使行文连贯。-56- 辽宁师范大学硕士学位论文AppendixG:辽宁省大连市2017-2018学年高一英语上学期期末考试试题第I卷第一部分阅读理解（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。AAfterImadeittothecitycenter,IstartedtofeelitmightbeeasyforaforeignertodealwiththegreatsizeofBeijing.Withgrowingconfidence,Idecidedtotakethesubwaytothehotel,notrealizingthatthenetworkdidn’tgothatfar.Impressedwiththecleanlinessofthestation,Iboughtaticketandboardedthefirsttrainthatcamealong.AfterafewminutesIaskedinEnglishofcourseayoungmanseatednexttomewhereIshouldgetoffclosesttotheFriendshipHotel.Wearingasmartbusinesssuitandtie,hewouldsurelyspeakEnglish,wouldn’the?Unfortunately,hecouldn’tunderstandmebutseemedveryfriendly.IshowedhimtheroomcardwithalltheinformationoftheFriendshipHotelinChinesecharacters.Helookedatit,andthenhiseyesmovedquicklytothecarriage(车厢)subwaymap.Next,heraisedthreefingersofhisrighthand.InAustralia,raisingfingersatsomeoneisnotusuallynice,butthismanwasn’tsmiling.Atthenextstationheshowedmetwofingers.NowinAustralia,that’sreallyrude,butIgotthemessage.Whenwestoppedatthethirdstation,hedidn’tjustpointtothedoor,butgotup,tookmeoutofthetrain,andledmetothetopofthestairs,andoutontothestreet.Thenhestoppedataxiandtoldthedriverwheretotakeme.Allthiscamefromamanwhocouldn’tspeakmylanguage,andIcouldn’tspeakhis.Iwasnowspeechless,especiallywhenherefusedmyofferofmoney.Ifeltalittleembarrassedhavingeventhoughthewouldacceptatip.ThisexperiencemadeitclearIhadtolearnsomeChinesequicklyormyadventuresmightstartturningintobadluck.1、Theauthordecidedtotakethesubwaybecause________.A．helivednearthecitycenterB．thenetworkcoveredmostofthestopsC．hebelievedinhisabilitytodealwiththetripD．hehadagoodimpressionofitscleanliness2、Havingbeenshowntheroomcard,theyoungman_________.A．understoodtheauthorwellB．stillremainedpuzzledC．answeredtheauthordirectlyD．pointedatthesubwaymap-57- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeaching3、Whichofthefollowingcan’tbeusedtodescribetheyoungman?A．helpfulB．rudeC．warmheartedD．caring4、Theauthor’spurposeofwritingthispassageismainlyto________.A．provetheimportanceofbeingcarefulB．appreciatethekindnessoftheyoungmanC．complainsomeculturalmisunderstandingD．describeoneofhisadventurousexperiencesBYoumayhavenoticedsomethingdifferentwhenyouateatyourfavoriterestaurant.Orperhapsyoupickeduponitwhilelookingthroughyoursocialmediaapps(社交媒体软件).Youguessedit---we’rebecomingafoodie(吃货)culture.Forsome,thatmeansphotographingeverydish,butothersaretakingitonestepfurther.SophiaHampton,asenioratStaplesHighSchoolinUS,choosestomakeherownfood.ShehasbeenpublishedinFutureChefs,acookbookofrecipes(食谱)byteens.Hampton’sbestadviceforthosewhowanttobefoodiesistogetinthekitchen.“Startcooking,”shesaid.“Therearesomanyresourcesonline,likerecipesandarticlesaboutfood.Gotoyourlocalfarmers’marketandstartcookingwiththem.Besidesblogsandonlineresources,therearealsohands-oncookingclassesforstudents.TheChoppingBlock,aChicagocookingschool,offersmanydifferentclassesforteens,includingcoursesonchocolateandFrenchfood.Byattendingcookingclasses,surfingonlineandgoingtorestaurants,youcanfindendlessrecipes.Butsometimesbecomingarealfoodiemeansbeingbehindacamera.Asourfood-lovingculturebecomesmorepopularandteen-friendly,socialmediaappslikeFacebook,havebecomemajorplayersinfoodculture.“Gettinginvolvedinfoodiecultureisaseasyashavingacameraandasocialmediaapp,”onefoodiesaid.“Ialwaysgotostreetsandfarmers’marketstotakebeautifulpicturesoffood.Whereverfoodpricesareexpensive,thephotosarefree.”5、WhatdoesHamptonadvisethosewhowanttobefoodiestodo?A．Posttheirrecipesonline.B．Cookfoodbythemselves.C．Eatattheirfavoriterestaurant.D．Takephotosofeverydishtheyeat.6、Wherecanstudentsfindnewrecipes,accordingtothearticle?①cookingclasses②onlineresources③newrestaurant④publiclibrariesA．①②③B．①③④C．②③④D．①②④7、Whathasmadefoodieculturemorepopular,accordingtothearticle?-58- 辽宁师范大学硕士学位论文A．People’sgrowinginterestintraditionalculture.B．Theconvenienceofgettingdifferentfood.C．Theuseofcamerasandsocialmedia.D．Thedropinfoodprices.CTheAdventuresofTomThumbandThumbelinaForthefirsttimeever,twolittlefairytale(童话)charactersmeetinonefun-filled,action-packedmusicaladventure.Tryingtofindtheirwayinagreatbigworld,TomThumbandThumbelinajoinforcesandfacedifficultiesinagreatjourneytofindtheirtruehome.Starring:ElijahWood,PeterGallagherRuntime:1hour16minutesBuywith1clickUptownGirlsCarefreeMollyGunnlosesherinheritance(遗产)andmustdosomethingshe’sneverdonebefore---togetajob.Sheendsupasbabysittertoan8-year-oldgirlwhoteachesMollytobeagrownup,whileMollyteacheshertobeakid.Starring:BrittanyMurphy,DakotaFanningRuntime:1hour33minutesBuywith1clickMagicBeyondWords:TheJ.K.RowlingStoryBasedonatruestory,themovieMagicBeyondWords:TheJ.K.RowlingStoryisabouttheBritishauthor’srisetofame,frompoorsinglemothertoauthorofthepopularHarryPotterbooks,andoneofthewealthiestwomanintheworld.Starring:PoppyMontgomery,EmilyHolmesRuntime:1hour26minutesBuywith1clickTheBookThiefToeveryone’sexcitement,GeoffreyRushandEmilyWatsonstarinthismovingfilmbasedonthebestselleraboutagirlwhochangesthelivesofthosearoundherinWorldWarIIGermany.Starring:EmilyWatson,GeoffreyRushRuntime:2hours11minutesBuywith1click8、Wherecanthepassagebefound?A．Onthewebsite.B.Inanewspaper.C.Inamgazine.D.Onaposter.9、_______willbeinterestedinthepassage.A．PeoplewholovebooksB．Peoplewhoenjoyfilms-59- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingC．PeoplewhoarefondofstoriesD．Peoplewhoarecrazyaboutmusic10、WhichofthefollowingwillhelpyouknowaboutthewriterofHarryPotter?A.TheAdventuresofTomThumbandThumbelina.B.UptownGirls.C.MagicBeyondWords:TheJ.K.RowlingStory.D.TheBookThief.11、Accordingtothepassage,whichactororactressmaybethemostpopular?A．PoppyMontgomeryB．EmilyHolmesC．BrittanyMurphyD．GeoffreyRushDHowoftendoyouletotherpeoplelikeabaddriver,arudewaiter,oranangryboss,changeyourmood(情绪)?SixteenyearsagoIlearnedalesson.Igotinataxi,andwetookoffforGrandCentralStation.Weweredrivingintherightlane(车道)whenallofasudden,ablackcarjumpedoutofaparkingspacerightinfrontofus.Mytaxidriverusedhisbrakes(车闸),thetiresmadealoudnoise,andattheverylastmomentourcarstoppedjust3cmfromthebackoftheothercar.Icouldn’tbelieveit.ButthenIcouldn’tbelievewhathappenednext.Thedriveroftheothercar,theguywhoalmostcausedabigaccident,turnedhisheadaroundandhestartedshoutingatus.Icouldn’tbelieveit!Mytaxidriverjustsmiledandwavedattheguy.So,Isaid,“Whydidyoujustdothat?Thisguycouldhavekilledus!”AndthisiswhenmytaxidrivertoldmewhatInowcall,“TheLawoftheGarbageTruck”.Hesaid,“Manypeoplearelikegarbagetrucks.Theyrunaroundfullofgarbage,fullofangeranddisappointment.Astheirgarbagepilesup,theylookforaplacetodump(倾倒)it.Andifyouletthem,they’lldumpitonyou.SoIstartedthinkinghowoftenIletGarbageTrucksrunrightovermeandhowoftenItaketheirgarbageandspreadittootherpeople.IbegantoseeGarbageTrucks.Iseetheloadpeoplearecarrying.Iseethemcomingtodumpit.Andlikemytaxidriver,Idon’ttakeitpersonally.Ijustsmile,wave,wishthemwell,andmoveon.12、WhathappenedtotheauthoronhiswaytoGrandCentralStation?A．Hewascaughtinatrafficjam.B．Hehadafightwithhistaxidriver.C．Histaxisuddenlygotaflattire.D．Histaxialmostranintoanothercar.13、Whentheauthorsawhistaxidriversmileandwaveatthedriveroftheblackcar,he________.-60- 辽宁师范大学硕士学位论文A．gotveryangryB．wasdeeplyimpressedC．feltquitedisappointedD．praisedhimforhismanners14、Theunderlinedpart“theload”inthelastparagraphprobablyrefersto________.A．wastematerialsB．poorhabitsC．thebadmoodD．greatpressure15、HowdidtheauthorlearntodealwithGarbageTrucks?A．Fightbackimmediately.B．Callthepoliceforhelp.C．Smileandmoveon.D．Dumpitonsomeoneelse.第二节（共5小题；每小题2分，满分10分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。Intheworldnothingismoreimportantthanhealth.Ifpeopletookawayourmoney,houses,cars,orevenourclothes,wecouldstillsurvive.16、Thenhowcanwekeephealthy?Firstofall,weshouldeathealthily.Iusuallyavoideatingfoodhighinfat,likeFrenchfriesorcookies,whicharejunkfood.17、Ionlyeatlittlemeat.18、Ithelpsusbuildastrongbody.Regularexerciseisanimportantpartofkeepingmehealthy.Inaddition,Ithinkfriendsareanimportantpartofone’shealth.19、IalwaysfeelbetterwhenIamwithfriendsthanwhenIamalone.WhenIamwithmyfriends,Ialwayslaugh.Laughingisalsoanimportantpartofhealth.Itisgoodtostaywithmyfriends.Byeatingproperlyandexercisingregularly,Icankeepmybodyataproperweightandkeephealthy.Byspendingtimewithmyfriends,Icankeepmymindaswellasmybodyhappy.Thesethingssoundeasytodo,butnotmanypeoplecanmanagethem.20、A．What’smore,takingexerciseisveryimportant.B．Somepeopleappearfatbecausetheyofteneattoomuch.C．Ithinkastrongwillisnecessaryifwewanttokeepfit.D．Ieatalotofvegetablesandfreshfruitswhicharefullofvitamins.E.Therearesomepeoplewholikestayingalone,buttheykeephealthy.F.Butifourhealthweretakenaway,wecouldsurelydie.G.Manystudiesshowthatpeoplewithfewfriendsoftengetsick.第二部分英语知识运用（共两节，满分45分）第一节完形填空（共20小题；每小题1.5分，满分30分）阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。-61- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingFourbrotherslefthomeforcollege,andtheybecamesuccessfuldoctorsandlawyers.Someyearslater,theygottogetheragain.Whilehavingdinner,they21foralongtime.Theydiscussedthe22theyhadgiventheirelderlymotherwholivedfarawayinanothercity.Thefirstsaid,“Ihada23housebuiltforMama.”Thesecondsaid,“IhadmyMercedes-Benzdealer（奔驰经销商）senda24toher.”Thethirdsaid,“Ibuiltabeautiful25forMama.”Thefourthsaid,“Youknow26Mamalovedreadingpoemsandyouknowshecan’treadanymorebecauseshecan’t27verywell.Imetabusinessmanwhohadaparrotthatcanrecitemany28.Ittookhim12yearsto29ittospeakandheearnshislivingbyrentingitout.Ihadtopayhim$100,000ayearfortwentyyears,30itisworthit.”Onhearingthat,theotherbrotherswere31byhisgoodthought.Aftertheholidaystheirmother32herthank-younotes,whichread,“Milton,thehouseyoubuiltissohuge.Ionlyliveinoneroom,butIhavetocleanthewholehouse.It’sa(an)33job.Thanksanyway.”“Marvin,Iamtoooldto34.Istayhomeandhaveothersworkforme,soI’ll35usethecar.The36wasgood,althoughnotrealistic.Thanks.”“Michael,yougavemeanexpensivebuildingformanypeopleto37playsorwatchmoviesinit,butallmyfriendsaredead.I’vealmost38myhearingandI’mnearlyblind.Iwon’tuseit.Thankyouallthesame.”“DearestMelvin,youarethe39sontohavethegoodsensetogivealittlethoughttoyourgift.Thechickentastedso40.Ilikeditverymuch.Thankyou.”21.A.foughtB．talkedC．studiedD．slept22.A.giftsB．chancesC．wishesD．challenges23.A.warmB．bigC．safeD．lonely24.A.bookB．bikeC．carD．bag25.A．stationB．museumC．libraryD．theater26.A．whatB．howC．whyD．when27.A．listenB．feelC．seeD．walk28.A．storiesB．wordsC．poemsD．lyrics29.A．protectB．beatC．raiseD．train30.A．butB．soC．unlessD．although31.A．shockedB．impressedC．frightenedD．embarrassed32.A．sentoutB．putupC．tookoutD．pickedup33.A．enjoyableB．delightfulC．tiringD．amusing34.A．learnB．workC．exerciseD．drive35.A．neverB．oftenC．regularlyD．sometimes36.A．futureB．hobbyC．ideaD．program-62- 辽宁师范大学硕士学位论文37.A．createB．enjoyC．bringD．record38.A．lostB．admiredC．remainedD．discovered39.A．sameB．lastC．nextD．only40.A．strangeB．unpleasantC．terribleD．delicious第II卷注意：将答案写在答题纸上。写在本试卷上无效。第二部分英语知识运用（共两节，满分45分）第二节（共10小题；每小题1.5分，满分15分）Haveyoueverhadproblemsinyourlife?Haveyoueverwonderedhowtobehappy?Ifso,youwillfindthebook“BeingaHappyTeenager”41.___(use).Inhisbook,Matthewstellsushowtohaveahappylifeandanswersthequestionsofteenagers.Aboutproblemswithparentsandfriends,thebooksaysweshouldstop42.__(be)angryandforgive.Thebooktellsussomeskillssuchashowtoputeverything43.______wehavelearnedfromlifeintobeautifulpictures.Manyteenagersthinkthat44._____(happy)comesfromagoodexamresultorpraisefrom45.____people.Butyoucanstillbehappy46._____therearenosuch“good”things.Successcomesfrom47._____goodattitude.Ifyoulearnfromproblems,you48.______(have)successinthefuture.Someschoolstudentshaveproblemssuchasbeingtootall49._____tooshort.ButMatthewstellsusthatweshouldthinkaboutthings50.______apositiveway.ThisisMatthews’mostimportantlesson:youchoosetobehappy!第三部分写作（共两节，满分35分）第一节短文改错（共10小题；每小题1分，满分10分）假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。增加：在缺词处加一个漏词符号（^），并在其下面写出该加的词。删除：把多余的词用斜线（）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注意：1.每处错误及其修改均仅限一词；2.只允许修改10处，多者（从第11处起）不计分。Studentsneedenoughsportsandactivitiestokeepfitandrelax,andinsomeschoolsstudentsarenotgivingenoughtimetodooutdooractivities.Teachersaskstudentstospendmostoftheirtimeatstudies.Butifstudentsfeeltired,theycan’tpayattentiontothatthey’restudying.Theywillbeinabadhealth.It’salsonotgoodforhisstudies.Inmyopinions,it’s-63- AStudyontheApplicationofMicro-video-basedFlippedClassroominSeniorHighSchoolEnglishGrammarTeachingimportantgivestudentsenoughtimetodooutdooractivities.Thentheywillenjoybetterhealthandworkhard.Sopleasepaymoreattentiontostudenthealthandgrowth.第二节书面表达（满分25分）假如你是李华，你的笔友Tom发来电子邮件询问你的音乐喜好和你在新年晚会上的表现。请你给他写封电子邮件，回答他的所有问题。注意：1.词数100左右；2.可以适当增加细节，以使行文连贯；3.信的抬头与结尾已为你写好，但不计入总词数。Hi,Tom，Asyouknow,I’mmusicmad._______________________________________________________________________________________________________________________________________________________________________________________________________________Bytheway,doyoulovemusicaswell?Yours,-64- 辽宁师范大学硕士学位论文AcknowledgementsHowtimeflies!Mypostgraduatecareeriscomingtoanend.IhadafullandhappytimeduringmyyearsofstudyatLiaoningNormalUniversity.HereIlearnedalotofknowledgeandmetagroupoflovelypeoplewhogavemecareandhelptokeepmegrowing.Therefore,Iwanttoexpressmysinceregratitudetothem.Mytutor,ProfessorGuoisatthefirstplaceofmyacknowledgement.ProfessorGuoofferedmegreathelpfromthechoiceofissueoftheresearchtotheaccomplishmentofthethesis.Althoughbeingbusy,shedevotedalotoftimeandeffortstohelpmerevisemymanuscriptsoverandoveragain.Herpatienthelpandmeticulouscarealsosetanexampleformeasateacher.Inaddition,manyotherexcellentteachersandearlierresearchersgavemeacademicguidanceandhelp.Isincerelythankallofthemhere.Secondly,IwouldliketothanktheleadersandcolleaguesinDeshengSeniorHighSchool.I,asapracticeteacher,wasgivenalotofhelpandsupporttocompletemyexperimentandthesis.Besides,mylovelystudentsareabsolutelyindispensablemembersinmyresearch.Myexperimentisinseparablefromtheirsupportandcooperation.Iexactlyknowtherestillaresomeshortcomingsinmyprofessionalknowledgeandacademicresearch.Itistheirsupport,helpandencouragementthatwillinspiremetopursuetheacademicandteachingpath.Thankthemall!-65-