Construction of the flipped classroom teaching mode of British and American literature in the context of big data and IoT

Abstract

With the advancement of cultural globalization, China has increased its support for the study of British and American literature. However, due to the great differences in the forms of expression and thinking logic between British and American literature and Chinese local literature, it is difficult for Chinese students to learn British and American literature. In order to solve the dilemma of Chinese students learning English and American literature, the team constructed a smart classroom model with flipped classroom as the core based on big data and Internet of Things technology. The smart classroom model is constructed according to the four-layer architecture of the Internet of Things, which is divided into perception layer, network layer, platform layer and application layer. The flipped classroom is in the application layer. The flipped classroom is designed according to the three processes before, during and after class, which has certain theoretical significance. In order to verify the effectiveness of this model, a university in H city was selected for research. Through the control experiment, it was concluded that within a certain error range, the flipped classroom teaching mode can significantly improve the teaching effect of British and American literature compared with the traditional teaching mode. Finally, based on the problems of English and American literature learning, we further deepen the model of flipped classroom. In the pre-course pre-study stage, teachers should play their organizational role and enhance students’ pre-study effect through interesting pre-study methods. Teachers should also pay attention to students’ pre-study status and make timely adjustments. In the classroom, teachers need to find students’ questions in time and answer common questions in a unified manner and answer individual questions in private, in an effort to improve classroom efficiency and promote the process of internalizing students’ knowledge. At the end of the flipped classroom, the classroom should also summarize the lesson, recognize the strengths and weaknesses of the lesson implementation based on the feedback from the students, and clarify the room for improvement of the lesson. At the same time, teachers should also reflect on the flipped classroom model and comprehensively assess its strengths and weaknesses to ensure that this model can be applied to its full value.