Abstract：The teaching mode of flipped classroom based on micro class should be right and actively used. Its application in college English visual-audio-oral teaching and learning will further enhance the students English output and application abilities. The writer argues about the application of flipped classroom from three ways.

Keywords：college English visual-audio-oral course； micro class；flipped classroom

中圖分類號(hào)： H319.3；G434 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1005-5312（2017）05-0259-01

There are altogether three types of micro classes used： “audio-visual”， “visual-oral” and “visual-audio-oral” micro class. As to the topic the application of flipped classroom based on micro-class in college English visual-audio-oral course， the writer points out that there are three ways： preview adoption， review adoption and extra-curriculum training adoption.

一、Preview adoption

In college English visual-audio-oral teaching， teachers mainly use micro classes to present three sorts of contents to let students preview： the first is the related content of linguistics and its story background. The second is the emphases， doubts and difficulties of the contents. It covers the most of micro class， mainly to introduce students the important contents to be mastered and the difficult parts of learning， letting them carry out the breakthrough or exploration activity in their later study and digestion. The third is the introduction of methods and some suggestions.

According to different knowledge types and sections of a class， teachers briefly introduce methods for learning or training， letting students effectively improve ourselves in practice and use， thus promote their learning interest and confidence.

二、Review adoption

There are two kinds of situations in practice： the first refers to the review micro class concerning the common problems students may encounter in micro class learning， digestion and training. The problems may be connected with knowledge or method. Students seek solutions to these problems through micro class teaching and further to carry out self study and training， achieving the relatively complete study and ability training objectives. The second refers to the review micro class for those who fail to achieve the set goals. For college English audio-visual-oral course， the main goals are about the ability to listen， to speak and to translate， such as language proficiency， lexical and accurate use degree of semantics， etc.

三、Extra-curriculum training adoption

Combined with current teaching materials， there are three major kinds of training. The first is a basic English audio-visual performance training. Teachers use micro classes to assign students an appropriate training task； require students to use teaching material content or other script to train their English ability and strengthen the memorization， understanding and use of vocabulary. The second is the context defaulting English training. Teachers assign training tasks and goals through micro class teaching， let students achieve a kind of ability accordingly. The third is a determined topic training.

Namely， teachers determine a big training approach according to the students learning and training situation of a certain period of time， let them choose vocabulary， grammar， context and scene freely to carry out English audio-visual-oral training activities in the established theme study and training target.

Micro class teaching conforms to the new generation of college students. Mobile phone has become an indispensable part of students life， students feel fresh， interesting and vivid to learn micro classes after class. Meanwhile， they can also discuss micro course content with teachers in class.

To apply micro class in college English audio-visual-oral course， flipped classroom can promote students listening training， supervise and urge their self learning. Students can use the after-class time to prepare， learn， absorb and digest.

基金項(xiàng)目：2015年黑龍江省高等學(xué)校英語專項(xiàng)教學(xué)改革項(xiàng)目：基于“微課”的“翻轉(zhuǎn)課堂”教學(xué)設(shè)計(jì)在大學(xué)英語聽說課程中的應(yīng)用研究——階段性研究成果。

參考文獻(xiàn)：

[1]周云.視頻微博在大學(xué)英語口語課外訓(xùn)練中的應(yīng)用研究[J].現(xiàn)代教育技術(shù)，2013（05）.

[2]武雯敏.Study on the Micro-class Types Used in College English Audio-visual Course[J].讀與寫-知網(wǎng)刊，2017（05）.