This thesis studied the functions of the Flipped Classroom from the perspective of Education Informatization。 Firstly, it will describe what the Flipped Classroom is。 Then, it will explore the relationship between the Flipped Classroom and Education Informatization。 Last but not the least, it will set forth the functions of the Flipped Classroom in English teaching。 By doing so, this thesis can provide some reference for the further development of Education Informatization in our country。

2。 Literature Review

2。1 Definition of the Flipped Classroom论文网

Flipped Classroom, also called Inverted Classroom or FCM in short, a new teaching model in worldwide education sector, which is more popular gradually。 When it comes to traditional teaching, most of us clearly known its process mainly includes two parts: knowledge transfer in class and knowledge internalization (D and A 14)。 In the flipped classroom teaching mode, English teachers should first make a micro video concentrated with 15-20 minutes’ key and difficult points of the content in teaching materials。 Teachers won’t appear in the video where there is only a clear explanation of points and doubts of knowledge, which avoids distractions, such as teachers’ different dressing and other information unrelated to the course, when students are watching videos。 Teachers can add cartoon, story-telling, interesting questions and other elements into the video so that students can get rid of the boring textbooks and no longer be limited to dull textbooks content, which will stimulate students’ more interest in learning English。 As the video is short and pithy, it eliminates the drawbacks of the traditional classroom which takes 45 minutes to teach and is easy to distract students。 Students concentrate on watching teaching micro-videos after class or at home and completing online practice to test the situation of the first study。 At the same time, students can decide whether to play back, pause or repeat playing and other operations according to their own digestion and absorption of new knowledge, which is equivalent to the process of teachers’ imparting knowledge in the traditional classroom。 This teaching model overcomes the traditional one-way classroom knowledge transmission, saving the time of knowledge transfer。

“Flipped classroom” means a pedagogical inversion of traditional class: Actions that are used in class are now prepared by students previously to classroom。 Therefore, when students come into class they already know what are main topic and more important problems that will be under scope。 Classroom is used to debate, to do exercises, to perform experimental protocols, to further discus main implications of issues related with course subject matter。 This implies more active role of students and more challenging task of lecturers。

2。2 Characteristics of the Flipped Classroom

As a new teaching mode, FCM has realized the innovation of the traditional teaching mode。 Comparison with the traditional class, FCM possesses the following four characteristics: reverse the traditional teaching process, redistribute the class time, innovate knowledge-transfer model and change the role of teachers and students ( Ke 14 )。

The Flipped Classroom is completely opposite to the traditional teaching model。 FCM changes the traditional teaching of teaching processes that teachers teach first, which makes teachers change from the executor of teaching materials to the designer of teaching。

 As for FCM, students should watch teaching video that is lasting 15-20 minutes，which redistributes the class time。 After watching, students would come to finish exercise on the Internet designed by teacher in order to examine the degree to what they learn from the teaching video, as well as, to find the difficulty and key points of one lesson。 

During the whole process, the Flipped Classroom where students first complete the process of knowledge transfer and then finish knowledge internalization overturns the traditional knowledge-transfer model so that teachers have changed from the knowledge initiator to the guider of students’ self-study。