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classroom,and students have no opportunity tooutput knowledge.The long-term learning process has led to students’lack ofsubjective initiative,autonomous learning ability and language application ability,andstudents gradually lose interest in English learning.

Chapter Two literature review

2.1 Project-based Teaching

2.1.1 The Definition of Project-based Teaching

Nowadays,project-based teaching has been widely used in English teaching.Many scholars have defined it,but there is no unified and clear definition.However,itis generally believed that project-based teaching is student-centered,and studentsachieve their learning objectives by completing projects(Haines,1989;Harris&Katz,2001;Stoller,2006;etc.).Projects usually refer to complex tasks designed forchallenging problems,giving students sufficient freedom and time to participate indesign,decision-making,investigation and problem-solving activities independently.Finally,actual results can be obtained or displayed(Thomas,2000).Domestic expertsand scholars believe that project-based learning is a learning activity with a clearpurpose and attaches great importance to teaching evaluation.It not only emphasizesstudents’main position,but also attaches importance to the characteristics such asrealistic situation,systematic process and practical application value(Teng Qun,DuXiaoyan,Liu Huarong,2018).

Integrating the views of researchers at home and abroad,the author generalizesproject-based teaching as a teaching model in which students actively use projectobjectives and problem-driven to explore and solve practical problems in groupcooperation under the guidance of teachers,and acquire language knowledge andskills in the process of practice,so as to improve the comprehensive ability.Itemphasizes the impact of students’active participation and group cooperation on thelearning effect.The teacher determines the selection of the project theme,designs theproject tasks in the classroom,subdivides them into several small projects with hierarchy and continuity,creates real problem situations to guide students to thinkduring the implementation of the project,encourages students to cooperate in groupsto explore problems,and finally achieves the purpose of learning by displaying theproject results.

2.2 Flipped Classroom

2.2.1 The Definition of Flipped Classroom

Flipped classroom refers to reversing the traditional process of knowledgeimparting and knowledge internalization.Knowledge imparting is completed afterclass and knowledge internalization is completed in class(Bergmann&Sams,2012).

The traditional teaching process usually includes two stages:knowledge impartingand internalization.Knowledge imparting is accomplished through teachers’teachingin the classroom,and knowledge internalization requires students to complete itthrough homework or practice after class.In flipped classroom,this form has beensubverted.Knowledge imparting is completed before class with the help oftechnology,and knowledge internalization is completed with the help of teachers andstudents in class(Zhang Jinlei,2012).Zhong Xiaoliu,Song Shuqiang and Jiao Lizhen(2013)defined flipped classroom as a teaching mode in which teachers providelearning resources mainly in the form of teaching videos,students watch and learnlearning resources such as teaching videos before class,and teachers and s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。