翻转课堂在小学英语教学中的应用研究

AbstractIntroduction1.1BackgroundoftheStudyFlippedclassroom,anewteachingmode,originatedintheUnitedStates.In2007,itwasinventedbyJohnathanBergmannandAaronSams,twochemistryteachersinColoradoinAmerica.Itisaneweducationalmodelunderthebackgroundofmoderneducationalinformation.Itchangesthetraditionalteachingmodeandreflectsthesubjectivityofstudents.Ittransformsteacher-centeredteachingmodeintostudent-centeredteachingmode.Inotherwords,theteachers’roleandstudents’rolearereversed.Flippedclassroomenablesthestudentstoarrangetheirtimereasonablyaccordingtotheirlearningscheduleandexpandtheirknowledgeaccordingtotheiractualsituation.Throughthecommunicationandinteractionwiththestudentsandteachersintheclass,itcanstimulatestudents’interestinlearning,cultivatetheircreativityandimprovetheirlearningefficiency.Studyingbymicrovideobeforeclasshelpsstudentsdevelopagoodlearninghabitandcultivatestudents’autonomouslearningabilityanddivergentthinking.Besides,itcancultivatestudents’creativityandcooperativeability.Asthestudyrevealed,usingaflippedclassroomstrategycansignificantlyenhancepeercollaborativetalkintheEFLclassroom[]267-276.In2011,JuKuimiddleschoolinChongqingintroducingflippedclassroomintoChina,becamethefirstschool,whichadoptedflippedclassroominChina.However,manyschoolsinChinadonotuseflippedclassroomteachingmodeandstillusethetraditionalteachingmode.Inthetraditionalclassroom,theproblemsofpassivelearning,lowlearningenthusiasmandlowteachingefficiencyhavenotbeensolved.Manydomesticstudiesaboutflippedclassroomareinmiddleschools,butfewstudiesareinprimaryschools.Therefore,theauthorchosethetopicofflippedclassroominEnglishinprimaryschooltostudy.1.2PurposeandSignificanceoftheStudyAnothernameofflippedclassroomisinvertedclassroom,whichisanewteachingmodebasedonthebackgroundofthedevelopmentoftechnologyandthepopularizationofInternet.Ittransformstheteacher-centeredteachingstructureintothestudent-centeredstructure,whichisnotonlythechangeofteachingorderandbehavior,butalsoisthechangeofinternalizationofstudents’knowledge.Thestudentscanwatchthevideo,attendalectureandsearchinformationetcbeforeclasssoastodevelopthehabitofautonomouslearning.Theteacherswillspendtimeteachinginclassandhavemoretimetocommunicateandinteractwiththestudents.Thisisconducivetoenhancingtherelationshipbetweenteachersandstudentsandhavingactiveclassroomatmosphere.Andthecommunication,interactionandcooperationbetweenstudentsintheclassarebeneficialtothedevelopmentofstudents’cooperativeability.Afterclass,studentscanalsowatchthevideoagainandagaintoconsolidatetheirknowledge.Inaword,flippedclassroomishelpfulforstudents.Notonlycanitstimulatestudents’learninginterest,butalsoitcancultivatestudents’autonomouslearningability,creativity,divergentthinkingandcooperativeability.Besides,throughadoptingflippedclassroom,learningefficiencyandteachingefficiencycanbeimproved.Atpresent,therearefewstudiesaboutflippedclassroominEnglishteachinginprimaryschoolsinChina.SothispapertriestoapplyflippedclassroomtoprimaryschoolEnglishteachingandprovidesomereferencevalueforotherpeople’sresearchinthisaspectatthesametime.2TheoreticalFoundationandRelevantResearches2.1DefinitionoftheFlippedClassroomUnderthebackgroundofthepopularizationofInternet,theflippedclassroomcameintobeing.Itisanewteachingmodewhichisstudent-centered.Theprocedureoftheteachingmodeisthat,firstly,thestudentswatchthevideoandfinishthetaskstheteacherassignedbeforetheclass.Andthenthestudentsandtheteacherdiscussandcommunicatefacetofaceintheclass.Invertingtheclassroommeanseventshavetraditionallytakeplaceinsidetheclassroomnowtakeplaceoutsidetheclassroom[]30-43.Itprovidesanewopportunityforstudentstolearn.Butmeanwhile,itneedsstudents’autonomouslearningability.Thereforeautonomouslearningabilityisextremelyimportantintheflippedclassroom.Tosomeextent,thiskindofteachingmodecancultivatestudents’autonomouslearningabilityandstudents’learninginterest.Besides,students’creativity,divergentthinkingandcooperativeabilitynotonlycanbedeveloped,butalsostudents’leaningefficiencyandteachers’teachingefficiencycanbeimproved.2.2TheoreticalFoundation2.2.1MasteryLearningTheoryMasterylearningtheoryistoprovideindividualizedguidanceandknowledgeexpansionforstudentsonthebasisthatstudentshavemasteredthecoursesothatthelearninglevelofstudentscanconformtotherequirementsofthenewcurriculumstandardreform.Intraditionalteaching,students’learningprogressispolarizedandtheirreceptivityisdifferent.Flippedclassroomsolvestheproblemthatisthepolarizationofstudents’learningprogressandeverystudentcanallocatetheirtimereasonablyaccordingtotheirlearninglevel.Theflippedclassroomemphasizesthelearningprincipleofstudents’individualityandautonomy.Itcreatesapersonalizedenvironment[]53-55.Soitlightensteachers’teachingburden,andteachersdon’tneedtoconsiderthebalanceofteachingquality.Masterylearningtheoryisbasedonindividualizedtutoringtheoryandthebasictheoryofflippedclassroom.2.2.2ConstructiveLearningTheoryIntheflippedclassroomteachingmode,theclassroominteractionembodiesthetheoreticalbasisofconstructivism.Thereareobviousdifferencesbetweentheprocessofsettingupsituation,cooperativeexplorationandorganizingperformanceoftheflippedclassroomandthetraditionalteachingmode.Itenrichesstudents’learningcontentsandpaysmoreattentiontostudents’personalizeddevelopment.Itisdifferentfromthetraditionalclassroominwhichthecommunicationandinteractionofbetweentheteachersandthestudentsareless.Intheinteractivecommunicationoftheflippedclassroom,everystudentcandiscussandcommunicatewithteachersandclassmatesaccordingtotheirownproblemssothattheclassroomatmosphereisactive.Theteachersaremoretargetedintheprocessofguidance,andcanfindouttheproblemsexistinginstudents’learningprocessandlearnfromthem.Andthentoadjusttheteachingplanappropriatelysoastoavoidthesameproblemsinthenexttime.2.2.3Self-organizingLearningTheoryIndianeducatorMitrasummarizedconstructivelearningtheorythroughtheholeinthewallexperiment,whichrequiresindependentlearningthroughthedevelopmentofeducationalinformationtechnologytochangethesituationofpassivelearninginthetraditionalclassroom.Microvideolearningintheflippedclassroomrequiresstudentstolearnnewknowledgeindependentlybeforetheclassandknowledgeinternalizationiscompletedthroughcommunicationbetweenteachersandstudentsintheclass.Students’creativityanddivergentthinkingaredevelopedintheprogressofcooperation.Self-organizinglearningtheoryisthetheoreticalbasisoftheflippedclassroom.Studentsintheinvertedclassroombecomemoreopentocooperativelearning[]171-193.Throughcooperativelearning,studentscanfeelthefunbroughtbycooperativelearning.Andlearninginjoyisconducivetotheimprovementoflearningefficiency.Withthedevelopmentofinformationtechnology,self-organizinglearningwillreplacethepassivelearninginthetraditionalteaching,whichisconducivetothecultivationanddevelopmentofstudents’innovativethinking.2.2.4ZoneofProximalDevelopmentTheoryThezoneofproximaldevelopmenttheoryisbasedonthetheoryoftwolevelsofdevelopment.Oneisthestudent’scurrentlevel,whichreferstothelevelofsolvingproblemsbyindependentactivities.Theotheristhestudent’spossiblelevelofdevelopment,thatis,thepotentialusobtainedthroughteaching.Thedifferencebetweenthetwolevelsisthezoneofproximaldevelopment.Thecommunicationprocessoftheflippedclassroomisthepotentialstimulationprogressoftherecentdevelopmentarea.Thezoneofproximaldevelopmenttheoryisthebasictheoryoftheflippedclassroom.Comparedwiththetraditionalteachingmode,flippedclassroomcanstimulatestudents’potentialimmensely.Andtheflippedclassroomcanhelprelievethedeliveryofdryordetailedinformationtomaketutorialsamoreenjoyableexperienceforlearners[]424-425.Intheprocessofteaching,teacherscanclearlyrecognizethepotentialofeachstudentandgiveproperguidance.Itconformstotherequirementsofthenewcurriculumstandardreform.Besides,itisconducivetothephysicalandmentalhealthofstudents.2.3RelevantResearches2.3.1ResearchesAbroadFlippedclassroom,anewteachingmode,originatedintheUnitedStates.In2007,itwasinventedbyJonathanBergmannandAaronSams,twochemistryteachers,inColoradoinAmerica.In2007,thesetwoteachersfoundthatsomestudentswereunabletoattendclassesduetosomereasons,whichgreatlyinfluencedtheirlearning.Inordertohelpstudentswhowereunabletoattendclassescompletethelearningofnewknowledge,theymadethePPTofthelearningcontentsandthenmadeamicro-videobasedonthePPT.Thetimeofmicrovideohaddifferentrequirementsaccordingtotheagedifferenceofstudents.Thecontentmustbeshortandconciseandreflectthekeycontenttobelearnedintheclass.Thentheteacherswoulduploadthemicro-videotothenetworkandletstudentstodownload.Afteraperiodoftime,itisfoundthatthisteachingmodenotonlyenabledstudentswhowereunabletoattendclassestocompletethelearningofnewknowledgeindependently,butalsohelpednormalstudentstoconsolidateandbroadenknowledgepointsbywatchingmicrovideo.JonathanBergmannandAaronSamsconcludedthatstudentsneededteachersmostwhentheyarewrestlingtounderstandsomedifficultconceptsorproblems[]25.Theadvantagesofthisnewteachingmodewereacceptedbystudentsandhadagreatimpactonthesociety.Becauseofitsoutstandingteachingresults,ithadattractedalotofattentionthroughoutColoradoandmanyschoolsinotherareashadalsoincorporatedflippedclassroomintoallsubjects.UnderthehelpofkhanAcademy,theflippedclassroomiswellknownaroundtheworld.SalmanKhanoncesaidvideochangeseducationandtalkedabouttheintegrationofKlanAcademyintotheimplementationofflippedclassroom.Intheautumnof2011,theplanofflippedclassroominmathematicswastriedbyShiqiaoprimaryschoolinMinnesotaoftheUnitedStatesofAmerica.2.3.2DomesticResearchesIn2011,flippedclassroomenteredthevisionofdomesticeducators.TheearliestflippedclassroompracticeinChinastartedin2012anditreallybecameahottopicafter2013[]130-131.Inordertobreakthroughtherestrictionsofgeographicallocationandschoolconditionsandattracthigh-qualitystudents,ChongqingJuKuimiddleschoolimplementedfirstlytheflippedclassroom.Undertheguidanceofeducationalphilosophy,JuKuimiddleschoolconsideringitsownsituation,reformedtheflippedclassroommodelofhighschoolintheUnitedStatesandformedtheflippedclassroomteachingmodeloffourstepsbeforeclassandfivestepsinclass.ThecurriculumreformofJuKuimiddleschoolleadstheupsurgeofflippedclassroomandbecomesthemodelofflippedclassroominChina.Nowadays,flippedclassroomhasbeenimplementedinmanyschoolsinChina.Butgenerallyspeaking,flippedclassroominChinaisstillinthestageofexperimentalexploration.Theauthortookflippedclassroomasakeywordtoconductonlinesearch.Theresultsshowedthatthenumberofdomesticarticlesaboutflippedclassroomincreasedyearbyyear.SofartherearenumerousresearchesonflippedclassroominChina.However,mostofthoseresearchesareaboutmiddleschoolsandfewresearchesareaboutprimaryschools.ThereareevenlessresearchesonflippedclassroominEnglishteachinginprimaryschools.3TraditionalTeachingModeVSFlippedClassroom3.1TheTraditionalTeachingModeAtthebeginningofinternship,theauthorfoundthatalltheteachinginYifuprimaryschooladoptedthetraditionalteachingmode.ThetraditionalEnglishteachingmodeisCommunicativeLanguageTeaching.Itincludesthreesteps:presentation,practiceandproduction.Thepresentationstageistopresentthenewlanguagetothestudentsinmeaningfulcontextsandmakesuretheyunderstandwhatitmeansandhowitisused.Thepracticestageisforthestudentstopractisethisnewlanguage,firstinaverycontrolledwayandgraduallyaddingmoreoftheirownlanguagetoit.Theproductionstageisforthestudentstousethelanguagefreely,incorporatingitinwhattheyalreadyknow.InthisEnglishteachingprocess,teachersletstudentsmasterthelanguageknowledgethroughthepresentationandpractice,andthenletstudentsconducthypotheticalcommunicationundercontrolorsemi-controlsoastoachievelanguageoutputandformlearningresults.Inthiskindofteaching,useoflanguageisbasedonknowledge,ratherthantherealcommunicativeneedsoflife.Inatraditionalclassroom,theteacherisdoingtheactiveworkandthestudentsarepassivelylistening[]20-24.Therefore,itisaone-waytransferofteacher-centeredknowledge,whichignoresthestatusofstudentsinlearningandtheirreallearningneeds.ThiskindoftraditionalEnglishteachingisadoptedbymostschools.Inthefirstmonthofinternship,theauthorlistenedtoseveralteachers'class.Theyallusedtraditionalteachingmodetoteachstudents.Duringthisperiod,manyproblemswerefoundbytheauthor.Firstofall,somestudentsdidn'tliketothinkaboutquestionswhichwereraisedbytheteachersintheclass.Afterwards,somestudentsevenhadnointerestinstudyatallandtheyoftenwanderedoffortalkedtotheirpeersintheclass.Inthenextpart,somestudents'homeworkwasfinishedbadly.Intheend,somestudentsstillcouldn'tunderstandtheproblemsthattheteachersemphasizedrepeatedly.Inthelongrun,students'learningefficiencyislow.Andteachers'efficiencyislow,too.Besides,thedisadvantagesofthetraditionalteachingmodecanbefoundinmanyaspects.Inthefollowing,theauthorwillexplainsomedisadvantagesofthetraditionalteachingmode.Meanwhile,inthefaceofthedisadvantagesofthetraditionalteachingmode,theauthorwillalsoelaboratethecorrespondingadvantagesoftheflippedclassroom.3.2TheComparisonbetweentheTwoTeachingmodesFirstly,classroomteachingobjectivesaretheguideanddestinationofteachingactivitiesandthesoulandcoreofthewholeteachingprocess[]21-22.Thepresentationofteachingobjectivesisnotonlyakindofteachingart,butalsoitwilldirectlyaffectthelearningefficiencyofthestudentsandtheteachingefficiencyoftheteachers.Butthetraditionalclassroomteachingobjectivesissimplistic.Itisnotestablishedfromthestudents’physicalandmentalcharacteristics,lifeexperience,cognitivelevelandtheactualsituation.Comparedwiththiskindoftraditionalteaching,thechangeoflearningmethodoftheflippedclassroompromotesthepromotionofteachingobjectives.Undertheteachingmodeofflippedclassroom,themasteryofknowledgecanbeaccomplishedefficientlythroughthestudentsstudyindependentlybywatchingthemicrovideobeforeclass.Theextratimeinclasscanmakestudentsdeveloptheattitudeofscientificresearchandlearnthemethodsandskillsofscientificresearchintheexplorationactivities.Theteachingofsocialhumanitiescanprovidemoretimeforstudentstodeveloptheirinsight,criticalthinkingandexpressiveabilityintheprocessofdemonstration,debate,discussionandcommunication.Besides,students’emotions,attitudesandvaluescanbedevelopedinthisprocess.However,thesethingscannotberealizedinthetraditionalteaching.Secondly,thestudentsinthetraditionalteachinghavenoautonomyinlearning.Andstudentsarealwaysinasituationofpassivelearning.Long-termpassivelearningwilldoharmtothecultivationofthestudents’creativityandimagination.Thestudentswhoareinthepassivelearninghaveinsufficientenduranceandconcentrationandtheirlearningefficiencyislow.However,theautonomouslearningbeforeclassintheflippedclassroomisbeneficialtothecultivationofstudents’autonomouslearningability.Intheflippedclassroom,theinterestingquestionswhicharesetbytheteachersintheautonomouslearningbeforeclasscanstimulatestudents'interestinlearningandthenimprovetheirautonomouslearningability.Thirdly,thestudentslacktheconsciousnessofcooperationinthetraditionalteachingmode.Inschool,theshortclasstimedoesnotprovidestudentswithmanyopportunitiesforcooperation[].Asaresult,moststudentslackthecooperativeconsciousness.Modernsocietyrequirespeopletohavecooperativeconsciousnessinthemostjobs.Thestudentswillstepintosocietyinthefuture.Therefore,theyaretrainedtohavecooperativeconsciousnessintheschoolsthatisimportant.However,thetraditionalteachingmodedoesinadequatelyinthisaspect.Onthecontrary,studentshavecompletedthelearningcontentbeforeclassintheflippedclassroomsothatitsclassprovidesalotofopportunitiesandtimeforstudentstocooperatewitheachother.Thisisveryhelpfultocultivatestudents'cooperativeconsciousness.Fourthly,theevaluationofthetraditionalteachingmodeissingle.Studentsareevaluatedonlybythescores.Butintheflippedclassroom,theevaluationiscomprehensivethroughpersonalnarration,self-evaluation,groupmutualevaluationandotheractivities[]58-64.Ourcountryhasalwaysemphasizedthatthestudentsshoulddevelopcomprehensively,butthetraditionalteachingthatonlyscoresaresupremerestrictsthecomprehensivedevelopmentofthestudents.Therefore,thecurrentsituationcanbechangedbytheflippedclassroom.4FlippedClassroomTeachingExperimentInthefirstmonthofinternship,theauthorfoundmanydisadvantagesoftraditionalclassroomthroughobservation.Withtheteacher’spermission,theauthorrandomlyselectedaclasstoteachwiththeflippedclassroomfortwomonths.Class10inGrade4wasrandomlyselectedastheobjectofthestudy.Thereare65studentsintheClass10Grade4.Theyareabout9-10yearsold.TheyhavelearnedEnglishforoneyear.TheyaretaughtwiththetraditionalEnglishteaching.Theprocessofteachingisusuallylearningthewords,learningthedialogues,memorizingthewordsandmemorizingthedialogues,repeatingdaybyday.Thestudentslearnmechanicallyandpassively.TheyhavelosttheirpassionandcuriosityforEnglish.Moststudentsdevelopthehabitofpassivelearninganddon’tpreviewthenewcontentsontheirownbeforeclass.Somestudentsdon’tevenfinishtheirhomeworkontime.Underthecircumstances,thestudentshaven’treallylearnedknowledgeandtheirEnglishgradesaregettingworseandworse.Theauthorrecordedtheexamresultsofallthestudentsbeforetheflippedclassroom.ThestudentsfromClass10grade4learnedEnglishbythewayofflippedclassroomintwomonths.Aftertheteachingexperimentoftwomonths,thedifferencebetweenbeforeandaftertheflippedclassroomwasanalyzed.4.1StudyIndependentlybeforeClassItisanimportantstageforthesuccessfuldevelopmentofflippedclassroomteachingmodeforstudentstostudyindependentlybeforeclass.Therefore,theauthormadethepreliminarypreparationsfortheflippedclassroomatthattimeandtheauthortoldtheparentstourgethestudentstostudyactively.Theauthorchosetheteachingcontentreasonably,collectedteachingresourcesandmadethevideocourseware,andthenuploadedWeChatgroupormobileapp.Searchinginformationorwatchingvideosisbetteraccomplishedathome[]62-67.Sostudentswererequiredtopreviewwhattheauthorhaduploadedathome.Studentswouldcompletesometaskssetbytheauthoraftertheirautonomouslearning.Theproblemsthestudentsencounteredintheautonomouslearningcouldbesolvedbythemselvesbywatchingthevideoagainandagainorcouldberecordedandthenbroughttoclass.Becauseoftheflippedclassroom,theparentscansupervisethestudentseffectivelywhenthestudentslearnathomebywatchingvideos[]5-10.Theparentscanaccompanytheirchildrentowatchandlearnthevideostogether,whichcannotonlyletparentsplaytheroleofparentalsupervision,butalsoenhancetherelationshipbetweenparentsandchild.4.2DiscussActivelyinClassDiscussingintheclassisakeystageafterstudentsfinishedthepre-classmateriallearning,whichisanimportantsteptorealizestudents’knowledgesublimation.Intheclassroom,themostbeneficialchangesforstudentslearningarenotinthepre-classlearning,butintheclassroomactivities[]59-64.Sotheauthorspeciallypayedattentiontothispart.Throughthepreviousautonomouslearning,studentshadageneralunderstanding,thentheauthorsummarizedthequestionsstudentsencounteredintheirautonomouslearning,andthentheauthorguidedthestudentsintoagroupdiscussion.Itshouldbenotedthatstudentsmightencountermanyproblemsintheprocessofcommunicationandinteraction.Forexample,someintrovertedstudentswouldnotspeakfromthebeginningtotheendandsomegroupdiscussiondirectiondeviated.Therefore,theauthorcarefullyobservedthediscussionsituationofeachgroup,solvingandguidingwhenproblemsarose.Classroomtalknotonlyisanopportunityforstudentstoexploretheirideas,butalsoisachancetoactivelyrepresentandreflectontheirwithinthewiderworld[]357-366.Therefore,thispartoftheflippedclassroomwascarefullyfinished.4.3ConcludeCarefullyafterClassAfterclass,theauthorintegratedkeypointsanddifficultpointsintoPPTanduploadedittoWeChatorthemobileapp.Andthentheauthorinstructedstudentstodownloadandsummarizesoastohelpthemstrengthenandconsolidateknowledge.StudentscanalsotimelysolvedifficultproblemsbychattingwithteachersorclassmatesonWeChat[]41-43.Therefore,studentscouldaskmedirectlyorasktheirclassmatesaslongastheyencountereddifficultproblems.Besides,theauthormadecommentsandsummariesonthecompletionofstudents’homework.Theauthorbuiltafileofeachstudents’learningsituationtorecordtheperformanceandlearningeffectofstudentsinflippedclassroomteachinginrealtime.Thefilerecordedthestudents'situationintheautonomouslearningbeforeclassandtheirspecificperformanceofclassparticipationinthediscussion,whichisconducivetotheevaluationofthewholelearningprocessofstudents.4.4ExperimentalResultsandAnalysisStudentslearnedEnglishbytheflippedclassroomfortwomonths.Duringthisteachingexperiment,theauthorfoundthatthestudents’homeworkwerefinishedbetterandbetter.Comparedwiththepast,thestudentsweremoreandmorewillingtoasktheteacherforhelpwhentheyencounteredsomeproblemsthattheycan’tsolve.Thestudentswhowerenotactiveinthepastalsobegantoraisetheirhandstoanswerquestionsintheclass.Aftertwomonths,65studentsfromClass10Grade4weretested.Table4-1Students’performancebeforeandafterflippedclassroombeforeafterscoreThenumberofstudents85-100282970-85131360-709120-601510Fromthetable4-1,wecanseethatthenumberofstudentswhofaileddroppedfrom15to10aftertheflippedclassroom.Thispartofstudentschangeddramatically.Andthenumberofstudentswithscoresbetween60and70rosefrom9to12.Thenumberofstudentswithscoresbetween70and85remainedunchanged.Thenumberofstudentswithscoresbetween85and100rosefrom28to29.Itisnothardtoseethattheflippedclassroomhasthegreatestpositiveimpactonstudentswhohavepreviouslyfailed.Ithasalsogreatimpactonthestudentswiththescoresbetween60and70.Thistwopartsofstudentsbelongtothestudentswithpoorfoundation.Inotherwords,flippedclassroomhasapositiveimpactonthestudents,especiallyonthestudentswithpoorfoundation.Aftertheauthorcametothisconclusion,theauthortalkedtosomestudentswhohadapoorfoundationbutwhosescoresroseinthetest.Theysaidthattheflippedclassroombenefitedthemalot.Bywatchingthevideorepeatedlytheycanunderstandknowledgethoroughly.Inaddition,thosestudentssaidtheyprefertheflippedclassroomtothetraditionalEnglishteachingmode.Theauthornotonlyreachedtheconclusionthattheflippedclassroomhasthegreatestpositiveimpactonthestudentswithpoorfoundationthroughtheflippedclassroomteachingexperiment,butalsotheauthorfoundthereasonwhytheflippedclassroomisdifficulttobecarriedoutinprimaryschoolsthroughtheobservation.Inviewoftheseproblems,theauthorputsforwardcorrespondingmeasures.5ProblemsandMeasuresforPrimarySchool5.1Problems5.1.1TeachersTeachersplayaleadingroleintheimplementationprocessoftheteachingoftheflippedclassroomandteachersarethemainimplementeroftheteachingofflippedclassroom.Inthecurrentpracticalteaching,someteacherscan’tadapttotheflippedclassroomteachingmodeinashorttimeduetothedeep-rootedconceptofthetraditionalteachingmode.Thetheoreticalresearchontheflippedclassroomisstillshallowandtherearemanyproblemsintheprocessofimplementation.Asaresult,flippedclassroomisonlyasubversionofthetraditionalclassroomteachingmodeanditisnottherealflippedclassroom.Inaddition,theflippedclassroomteachingmodehasjustdeveloped.Sothereisnotmuchexperienceforteacherstolearn.Teachersshouldmakevividmicrovideostoattractstudents’attention.Undertheinfluenceofthetraditionalteachingmode,itisdifficultforteacherstochangefromtraditionalteachingmodetoflippedclassroomteachingmodeinashorttime.Inaddition,theflippedclassroommodealsohascertainrequirementsonteachers’ability.EnglishteachingrequiresteacherstohaveahighlevelofinformationaswellasaprofessionalqualityinEnglish.5.1.2StudentsFlippedclassroomtransfo