Teaching Model design of Business English based on flipped classroom case study

Flipped classroom symbolizes the achievement of education innovation by applying information technology to education. Under flipped classroom teaching mode, students learn the knowledge before class via information technology while the internalization process will be completed in class under teacher's guide. The teaching principle may provide a new attempt in tackling issues occurred in Business English teaching process. This essay has studied the successful flipped classroom cases abroad, based on the results, a teaching mode in Business English flipped classroom which accords with China's situations has been created and students' attitudes towards flipped classroom teaching mode have been researched through both quantitative and qualitative experimental methods. According to the results, the new mode flipped classroom teaching mode has been highly appraised by students. The Teaching Dilemma of Business English With the booming birth of new technologies, the combination of information technology and courses has been increasingly strong. Being the symbols of the new generation of information technology, mobile internet, cloud computing and the Internet of Things have promoted the revolution of educational system and provided convenient and fast technical support. Being one of the compulsory courses for business English major, the course of Business English has a lot of basic concepts covering a wide range of knowledge and full of theoretical definition, students not only need to master the basic concepts as well as basic theories, they also need to pay attention to the application of theoretical knowledge in business environment and build up their ability of self-learning. The teaching quality of this course directly influences how deep students can master the basic theories and how well they can use the language and may even influence the employment issue of graduates. The following problems can be found in traditional Business English teaching process: too much content, high capacity, low resource utilization rate, frozen pre-class preparation, few class hours, poor study results, little communication between students and teachers as well as students themselves, not enough discussion time for key questions in class, few practical opportunities for main business scenarios etc. To tackle the above issues, a mixing teaching method of combining internet education and face-to-face education can be adopted in such an age of internet and education informatization development. This essay has discussed the application of flipped classroom to Business English courses. The birth of flipped classroom has provided a new teaching method to Business English. Definition and advantages of Flipped Classroom The origin of Flipped Classroom. Flipped Classroom originated in WoodlandPark High School in Colorado, USA. In the spring of 2007, the two teachers in chemistry, Jon Bergmann and Aaron Sams (2013) started to use screen recording software to record their PPT and their teaching voices, and then they uploaded the video to internet to help those absent students with their study. Afterwards, the two teachers decided to have their students watch the teaching videos at home and finish their homework in class and they could give instructions to those who had difficulties in studying. The teaching mode was widely appraised by students. To help more teachers understand and accept the International Conference on Education, Management and Computing Technology (ICEMCT 2015) © 2015. The authors Published by Atlantis Press 176 idea and method of flipped classroom, they held an open-day flipped classroom in Woodland Park High School on Jan 30th, 2012 so that more teaching staff were able to observe how flipped classroom operated and how students were studying, which had helped to spread the mode of flipped classroom. What's more, the promotion of flipped classroom also benefited from OER. Since MIT has initiated OCW, the emergence of a number of high quality educational resources such as Yale open class, Khan Academy videos, TED ED, etc., has provided resource support for the development of flipped classroom and its education. The features of flipped classroom. The traditional teaching process includes two phases: knowledge pass and knowledge internalization. Knowledge pass phase is completed by teaching from teachers in class while knowledge internalization phase is realized in the homework, operation or practice sessions after class. In flipped classroom, the mode has been reversed: the knowledge pass phase is completed after class with the help of information technology while the knowledge internalization phase is achieved in class through the teachers' help and mutual assistance from classmates, thus a flipped classroom is formed. Due to the reversal of education process, each phase in class has changed accordingly. The comparison of different factors between traditional classroom and flipped classroom is listed in Table 1. Table 1. Comparison table of different factors between traditional classroom and flipped classroom Teaching mode Content in class Technology application Tests Teacher Students Traditional classroom In-class instruction and after-class homework Knowledge explanation and pass Content display Tradition al paper tests Knowledge passer, class administrator Passive receiver Flipped classroom Pre-class study and in-class exploration Problem exploration Self-study, communicat ion, cooperation, discussion Manifold angles and methods Instructor and promoter in studying Initiative researchers The Flipped Classroom Mode in Business English Analysis of how students study. Most students in our school are at the age of 18 – 22, they are becoming more mature; they are able to learn by themselves with strong self-learning ability and problem recognizing ability; they dare to doubt and discuss problems with teachers on the same level; they also have innovation spirit and practice awareness; most of them have strong language organization ability and presentation skills, being able to express their view and experience towards studying to others. Design of teaching strategy. With constructivism being the guiding ideology, students are usually the center of learning process, while teachers give instructions by such learning strategies as collaborative learning, discovery learning, etc. in the teaching process in flipped classroom. By preparing well-designed teaching materials in advance, teachers have altered the in-class contents to after-class ones for students to learn by themselves. The classroom is no longer a main spot for teachers to teach, instead, it has become a place for students to cooperate, discuss and explore the knowledge as well as a place for teachers to communicate with students and offer them both studying guide and feedback, which means that teachers are not solely a knowledge passer any more, but have become the main promoters and instructors for students. Teachers have become the platform for students to conveniently gain, utilize and handle the learning resources and learning information. To form the flipped classroom mode in Business English. According to teaching features and teaching ideology under the scheme of theoretical guide of constructivism learning, the writer has