Abstract With the rapid development of information technology, education has entered the information age. IT changes traditional forms of education, while supporting and promoting education. At the same time, one teaching form appears which is called Flipped Classroom .The Flipped Classroom reverses the traditional pre-class and after class, transfers knowledge before class, strengthens knowledge in class. The thought and practice of the Flipped Classroom originated in the United States. With the support and promote of IT, the Flipped Classroom is being favored by more and more educators and is used by a growing number of educators. The Flipped classroom model takes the student as the center, has the flexible teaching and learning method and focus on students' inpidualized and comprehensive development. There are four years since the Flipped Classroom Model entered our country. During this time, many Chinese education researchers have carried out research on the Flipped Classroom Model. But when a certain kind of Flipped Classroom Model is applied to a particular subject, there will appear some kind of problem. 

The Flipped Classroom Model, as a promising instructional technology, promotes the teaching efficiency and the achievement of the teaching goal. Simultaneously, it realizes the inpidualized learning so as to improve the communicative ability, autonomous learning ability and cooperative learning ability. So, this paper mainly makes an analysis of the application of Flipped Classroom teaching model in English teaching in universities and colleges.48283

The first part of this paper is a brief introduction including the research background as well as the purpose and significance of this paper. The second part of this paper is a literature review including definition of flipped classroom teaching model, comparison between traditional teaching model and flipped teaching model, studies at home and abroad. The third part of this paper discusses the present situation of the application of flipped teaching model in universities and colleges in China including its advantages and existing problems in the process of application. The last part proposes some improvement strategies of applying flipped teaching model in English in universities and colleges. 

Key words: Flipped Classroom Teaching Model; English teaching; universities and colleges; improvement strategies; 

摘要随着信息技术的飞速发展，教育进入了信息化时代。信息技术在支持和促进教育的同时，也在变革着传统教育形式，一种将知识传递置于课前、知识内化置于课上的颠倒传统课堂课上、课下环节的教学形式——翻转课堂应运而生。翻转课堂的思想与实践起源于美国，在信息技术的支持与推动下，翻转课堂以其“以学生为中心”的教育理念、灵活的教与学的方式、关注学生个性化与全面化发展的思想，受到越来越多教育工作者的青睐，并被全球范围内越来越多的教育工作者应用于教学实践。在翻转课堂教学模式引入我国的4年时间里，国内教育研究者对翻转课堂的教学模式已开展了一些研究。但实践证明，当实践者将某一种翻转课堂教学模式应用于某一特定学科时，会出现这样那样不适用的问题。

翻转课堂教学模式作为一种新兴的教育技术有效促进了课堂教学效果的提高和教学目标的达成，实现个性化学习，同时，可以促进学生交际能力、自主学习能力和合作学习能力的提高。本研究力图使翻转课堂教学模式真正成为提高教学质量，培养学生综合素质的利器，为今后翻转课堂在大学英语教学领域的应用提供参考。

本文主要对翻转课堂教学模式在大学英语教学中的应用进行分析。本文第一部分为研究背景，研究目的和意义，第二部分为翻转课堂教学模式的定义、起源与发展，传统教学模式与翻转课堂教学模式的比较, 翻转课堂教学模式在国内外的运用研究, 第三部分论述了翻转课堂教学模式在我国高校运用的现状,存在的问题，最后一部分提出了大学英语教学中运用翻转课堂教学模式的一些改进策略。 翻转课堂教学模式在大学英语教学中的应用:http://www.youerw.com/yingyu/lunwen_50829.html