大班翻转课堂教学的教师角色转变--一位教师的心路历程

Change of Teacher's Roles in Flipping Large Classrooms: A Story Based on a College English Teacher' s Journal

Flipping classroom teaching requires teachers to change their roles， especially in large class teaching. However， few empirical studies have been reported on how teachers who have first-hand experience of flipping classroom teaching adjusted their roles and what their rriflections on the change of roles are. This study recorded the main psychological journey of a college English teacher through her journal in her implementation of flipping two large classes of English reading. The study took a flipped model by asking students to be teachers. Students were organized into different groups. Each group was responsible for one certain part of a text. They prepared lessons together and then presented the text in class. The teacher was in charge of task allocation for each group before class. In the class， the teacher listened to student groups ' presentations ， then made comments and corrections where necessary and highlighted the points student teachers had missed or neglected in their presentations. After class， the teacher stayed in contact with the students mainly through QQ to help solve their problems. The study found that compared with traditional classroom teaching， teachers undertook more roles in the flipped classroom ， which challenged their teaching abilities and required more efforts from them. Therefore， the practice of the flipped classroom required the teachers to keep their inner peace while maintaining dedication. In addition ， a successful flipped classroom required that， no matter what roles teachers play in teaching， they should， in a timely manner， listen to students ' voice， observe students ' peTj'ormance in class， respond to students ' requests and solve students ' problems. Interestingly， the study found that the teachers ' role as lecturers in the flipped classroom was not weakened ， but strengthened， with new requirement for the teaching content and teaching method. The focus of teaching content should be on positive evaluation of students ' group peTj'ormance and group presentations ， which shows students great encouragement to their study. And the teaching method should be problem-based individualized instruction that aims to solve students' various problems.