1。 Introduction源C于H优J尔W论R文M网WwW.youeRw.com 原文+QQ752-018766

     In 2011, the Ministry of Education issued the Compulsory Education English Curriculum Standard (2011), and the elementary and middle schools in China started a new round of English teaching reform in primary and middle schools。 The new curriculum standard emphasizes once again that primary school English learning should adopt the way of “learning by doing”。 However, according to the weekly class plan prescribed by the state, the primary school offers three English classes per week。 The limited classroom instruction time has restricted teachers to put “learning by doing” into effect effectively。 In order to complete the teaching goal, teachers have to speed up the pace in the classroom instead of paying more attention to students in the process of learning。Thus,students can’t actively construct knowledge and apply language that they learned in the short period of the classroom learning, and students’ previous knowledge and experience can not be fully activated。What’s more,they can not get sufficient time to the application of language communication。 All of these factors are puzzling the implementation of the concept of new curriculum for primary school English teachers。

     With the arrival of the era of big data, cloud platforms, cloud services, cloud space, digital campus, mobile learning, e-books and other packages have become a new way of learning today。 In November 8, 2013, Du Zhanyuan, Vice Minister of education, put forward the traditional teaching ideas and methods in the advanced training course of Teacher Education in the Ministry of education, which has been unable to meet the needs of the information age。 Teachers should be educators and skilled experts in the application of technology and teachers need to know how to integrate resources, improve education and guide students’ development! Teaching should be based on students’ learning, especially inquiry learning。 Thus,teachers should change the role of imparting knowledge and become the organizer and guider of students’ learning。 At the same time, teachers need to have enough information literacy to guide students to master the necessary information literacy, and know how to use information means to carry out teaching evaluation (Du 1)。

     This study is based on the two-month teaching experiment of primary school English Flipped Classroom in a primary school in Huaian to explore the changes the Flipped Classroom will bring to primary school English teaching。 It aims to discuss the feasibility of primary school English Flipped Classroom teaching model to provide a reference for the further development of digital learning of disciplines。

2。 Literature Review

2。1 Concept definition来自优I尔Q论T文D网WWw.YoueRw.com 加QQ7520~18766

     Before the start of the study, the concept definition of the research is indispensable and very important。Thus,in order to do research on the implementation of the Flipped Classroom in primary school,we must first be clear about what is the Flipped Classroom and how to define the primary school English Flipped Classroom。

2。1。1 Definition of the Flipped Classroom

     From the operational point of view to define the Flipped Classroom, the Flipped Classroom is a teaching model where students finish task of self-study by watching micro videos based on teaching objectives and content before class and students and teachers or students and students face-to-face share and discuss what they have learned and their problems in the classroom (Chen 23)。 After synthesizing the understanding of the Flipped Classroom’s connotation,the author sums up some features of the Flipped Classroom as follows:

     1。The Flipped Classroom is a teaching model which puts learning at first place and then teaching the second (Chen 23)。 小学英语翻转课堂教学模式的建构与案例分析(2):http://www.youerw.com/yingyu/lunwen_201545.html