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This  part  the  author  would  analyze  the  scores  of  the  pre-test  and  post-test  of English reading and the results of the questionnaires, including doing the independent sample  T-test  of  the  pre-test  and  post-test  in  the  experimental  class  and  the  control class,  and  doing  the  sample  T-test  of  the  pre-questionnaire  and  post-questionnaire  to get the main findings. 

4.1 Effects of flipped classroom on students’ English reading scores 

After  four-month  teaching  experiment,  both  the  students  in  EC  and  CC  would take the final exam, and the author would take the reading part of the English paper as the post-test. The papers would be judged by the same teachers in order to make sure that they have the same standard. From table 4.1.1-2, we can see in post-test, the mean value  of  EC  is  32.98,  which  is  7.05  points  higher  than  that  of  the  pre-test,  but  the mean value of CC which used the traditional teaching model is 26.04，and it is very close to its reading scores of pre-test , and it is also 6.94 points lower than the scores of  the  post-test  of  EC.  And  also  the  Sig.=0.00＜0.05,  so  the  data  fully  shows  that there is a significant difference between the scores of the post-test of EC and CC and it  also  illustrates  that  after  four-month  teaching  experimental  students’  English reading  skill  of  EC  improved  obviously.  By  analyzing  and  contrasting  the examination  papers  of  the  pre-test  and  post-test  of  the  two  class,  the  author  finds students’ English reading ability improves in three aspects---keynote topic, inference question and word guessing. Next, the author would state these aspects in detail. 

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conclusion

The  results  of  teaching  experiment  proves  that  the  flipped  classroom  has  a obvious  effect  on  English  reading,  both  the  students’  reading  interest  and  reading level have improved. But this study has some shortcomings as follows:    
1. The teaching experiment lasted for only four month and the time was very limited.  Cultivating  and  improving  students’  reading  ability  is  a  long-term  process, which  can’t  be  achieved  overnight.  Whether  the  teaching  mode  in  this  teaching experiment has the long-term effect remains to be seen.    
2.  The  representation  of  the  subjects  in  the  teaching  experiment  are  limited. The subjects are only 90 students ,which can’t cover all the students. If there are more students  in  more  grade本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。