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This article takes the flipped classroom in college English instruction as the research object and explores innovative strategies for enhancing reading skills through the flipped classroom approach. The article provides a detailed analysis of the definition and core ideas of the flipped classroom, the practical models of the flipped classroom in college English instruction, and a comparison between the flipped classroom and traditional classroom models. The article identifies several issues that arise in implementing the flipped classroom in college English teaching, including insufficient student participation, difficulties in the transition of teacher roles, and limitations in teaching resources and technology. To address these issues, the article proposes a series of optimization strategies, including methods to enhance student participation, measures to address the transition of teacher roles, and innovative integrations of teaching resources and technology. The article concludes with a prospective view of the flipped classroom in college English instruction and suggestions for future research.
Zhao et al. (Tue,) studied this question.