Abstract With the rapid development of the Internet technology, flipped classroom, a new teaching model based on modern educational technology, rises sharply。 As an efficient teaching organization, it is increasingly being used by front-line teachers。 Flipped classroom subverts the traditional classroom in two stages on imparting knowledge and internalizing knowledge。 This teaching mode which realizes the personalized teaching, and reflects innovative learning has the following major features in practical application: flipped classroom model has a clear distinction from the traditional classroom, improving students' English listening and speaking ability, cultivating self-learning ability and classroom activities as well as the form of other various aspects。 Through practicing in reading flipped classroom in high school, student centered, set teaching by students’ learning situation, design extracurricular learning materials and organized class based on students’ self- learning situation, especially by this one case, to introduce the reading instructional design steps and activities based on the flipped classroom, and to give reference to educators about teaching reading on flipped classroom。 At the same time, comparing this case to the normal classroom modes on reading in senior school, summarize the advantages and disadvantages of flipped classroom teaching。73430

毕业论文Key Words:     flipped classroom     reading teaching     case study 

摘要随着互联网技术的迅猛发展,一种基于现代教育技术下的新型的教学模式正在崛起——"翻转课堂"。它作为一种高效的教学组织方式,正被越来越多的一线教育工作者所使用。翻转课堂颠覆了传统课堂中知识传授与知识内化两个阶段。教学模式实现了教学的个性化、体现学习的创新性,在实际应用有如下几大特点:翻转课堂模式在提高学生英语听说能力、自主学习能力的培养、课堂活动形式的多样等方面都与传统课堂有明显区别。笔者通过在高中英语阅读课翻转课堂的实践,以学生为主体,以学来定教,设计课外学习材料,并根据学生自主学习情况设计课堂教学，以此一例来具体介绍基于“翻转课堂”的阅读教学设计步骤及环节，力求为广大教育者“翻转课堂”的阅读教学提供参考。与此同时，将此一例与普通高中阅读课进行比较，归纳得出翻转课堂在阅读教学效果上的优劣。

毕业论文关键词:     翻转课堂     阅读教学     实例研究 

Contents

Abstract i

摘要 ii

Contents iii

1。 Introduction 1

1。1 A General deacription 1

1。2 Goal of the Empirical Study 2

1。3 Structure of the Thesis 。2

2。 Literature Review3

        2。1 Existing Theoretical Results。3

        2。2 Current Research Situation。4

3。Methodology5

3。1 Learning Situation Analysis 6

3。2 Instructional Design 6

        3。2。1 Teaching Mode。 6

        3。2。2 Guidance。7

        3。3 Classroom Implement。 8

        3。4 Comparison10

        3。4。1 The Normal Reading Classroom Mode10

        3。4。2 Specific Comparison。12

    4。 Results and Discussion。15