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Top1. Introduction
Traditional college English teaching pays attention to the process of pre-class preparation, in-class learning and after-class review, whilst student learning mainly occurs in the teaching process of classroom teachers. With the in-depth integration of modern information technology and foreign language teaching, students’ learning resources are more abundant, and their dependence on teachers is gradually reduced. Autonomous learning has gradually become an important way of foreign language learning, and Foreign language teaching is also changing from ‘teaching’ to ‘learning’ as the centre and from ‘teacher’ to ‘student’ as the centre.
Many experts at home and abroad also have their own opinions on the research of smart sensors and flipped classrooms (FCs). Thai, Wever and Valcke (2017) examined the comparison between the FC learning environment and blended learning (BL), traditional learning (TL) and e-learning (EL) environments. They also compared the different performances of FC learning and self-learning. As a teacher, Sohrabi and Iraj (2016) teached students through the FC model for the first time. They found that students prefer resources other than lectures, such as technology, entertainment and design (TED) and documentaries, and watching English videos are challenges and opportunities for students. Jovanovic et al. (2017) examined tracking data to identify learning strategies in FCs. They found that the clustering of students reveals four learning strategies. Moreover, five student files are classified and recorded based on the clustering of strategies, and the results show that students tend to change less effective strategies (Jovanovic et al., 2017). Mcnally et al. (2017) believed that although FCs are popular, their effectiveness in achieving greater participation and learning outcomes currently lacks much empirical evidence. Asiksoy and Zdamli (2016) obtained experimental results through physical concept tests, motivation questionnaires, physical self-sufficiency scales and semi-structured interviews. They found that the scores of the experimental group students were higher than those of the control group, and the enthusiasm and self-sufficiency of the experimental group students also increased. Subsequently, they conducted semi-structured interviews with the students in the experimental group and found that they had a positive attitude towards the FC method. The student perception data of the Cotta K I test also show that most students prefer the flip method to the traditional one. This study shows that the FC method used to teach drug calculations can improve student performance and satisfaction (Cotta et al., 2016).
Previously, interacting and studying cooperatively directly in the classroom were very difficult for students. The reason is that students need to understand the knowledge to be used to complete these classroom tasks. However, in traditional teaching, where only the classroom is taught, such goals are difficult to achieve. Internet technology refers to an information technology developed on the basis of computer technology. Internet technology connects different devices through the wide area network of computer network, speeds up the transmission speed of information and broadens the access channel of information, promotes the development of various software applications, and changes people's life and learning styles. With the development of network technology, computer terminals and online videos have become convenient and effective teaching tools. When they are combined with the face-to-face classroom learning environment, under the support of the constructivist theory, this perfect classroom teaching revolution occurs, and the FC is the product of this innovation (Garcia et al., 2017). Today’s student life is inseparable from Internet technology, and they connect with friends through the Internet. Therefore, this native tool is very feasible to use for reforming the teaching model.