摘要：The paper firstly introduces the developing process of flipped classroom home and abroad, and then illustrates the connotations, models and practical strategies of micro-courses and flipped classroom. The highlight of the paper is in the third part which details how the study of self-regulated micro-course learning and implicitly layered flipped classroom designed and developed. To divide the students into five implicit layers and to upload five-levelled micro-courses and preview learning materials are two preparatory steps. In-class teaching tasks mainly cover providing the critical review of learning material and settling the common questions raised by QQ group members; asking the main points of the text to check preview effects; selecting different-layered students to play different roles in the scenario; consolidating new knowledge with exercises and giving assignments in the form of discussion, translation or writing. After teaching practice and feedback analysis, we can get the result that ILFC (implicitly layered flipped classroom) enables 80 percent of the students to take active part in teaching activities, especially in text analysis and theme discussion. Moreover, it promotes multi-dimension interaction and increases deep-levelled cooperation and understanding. English learning interests and learning atmosphere are simultaneously inspired and improved.
其他摘要：The paper firstly introduces the developing process of flipped classroom home and abroad, and then illustrates the connotations, models and practical strategies of micro-courses and flipped classroom. The highlight of the paper is in the third part which details how the study of self-regulated micro-course learning and implicitly layered flipped classroom designed and developed. To divide the students into five implicit layers and to upload five-levelled micro-courses and preview learning materials are two preparatory steps. In-class teaching tasks mainly cover providing the critical review of learning material and settling the common questions raised by QQ group members; asking the main points of the text to check preview effects; selecting different-layered students to play different roles in the scenario; consolidating new knowledge with exercises and giving assignments in the form of discussion, translation or writing. After teaching practice and feedback analysis, we can get the result that ILFC (implicitly layered flipped classroom) enables 80 percent of the students to take active part in teaching activities, especially in text analysis and theme discussion. Moreover, it promotes multi-dimension interaction and increases deep-levelled cooperation and understanding. English learning interests and learning atmosphere are simultaneously inspired and improved.
