“翻转课堂”教学模式在中职英语教学中的实践与感悟

The Practice and Perception of the Teaching Model of "Flipped Classroom" in Secondary Vocational English Teaching

随着"互联网+"时代的到来,中等职业教育的教学目标发生改变,文化基础课的教学质量必须经过"学业水平考试"的检验。在这样的背景下,改善课堂教学,注重激发学生学习兴趣和强化学习动机的教学模式受到广泛关注。其中,"翻转课堂"是近年来较为流行的一种教学模式。它能帮助学生课前熟悉教学内容,课后吸收学习内容,更能使学生关注学习内容,促进课堂交流。目前,这种教学模式已在普教领域有了不少成功的案例,但在职教领域,特别是在中职英语教学中的使用相对较少。因此,笔者进行了这方面尝试。实践证明,"翻转课堂"贯穿课前、课中和课后全程,运用得当可以大大提高教学效果。而在运用过程中,需要教师根据中职学生特点,因材施教,适时适度地剪接语用材料,才能实现活跃课堂、人人参与语言操练和语言交际的教学目标。

With the arrival of the Internet＋ times, the teaching objectives of secondary vocational education have changed, and the teaching quality of common i＇equired courses must undergo the test of ＂academic level examination＂. In this context, teaching models that improve classroom teaching and focus on the simulation of students＇ learning interest and the strengthening of students＇ learning motivation have attracted widespread attention. Among them, ＂flip classroom＂ is a popular one in recent years. It can help students to get familiar with the teaching content before class and to absorb the learning content after class, so as to make them focus on the learning content and promote classroom communication. At present, this teaching model has a lot of successful cases in the field of general education, but it is rarely used in the field of vocational education, especially in the teaching of secondary vocational English. Therefore, the writer conducted some relevant attempts. Practice proved that the proper use of ＂flip classroom＂ before class, in class and after class can greatly improve the teaching effect. In the process of the use, teachers should teach secondary vocational students in accordance with their characteristics, timely and appropriately splicing pragmatic materials, in order to achieve the teaching objective of all students＇ participation in language practice and language communi- cation in active classroom atmosphere.