The “flipped classroom” teaching paradigm not only follows the cognitive rules of the learners, but it also subverts and reverses the standard classroom teaching process. Problem-oriented, teacher-led, student-centered, and mixed teaching approaches are the key teaching methods in the flipped classroom teaching model, which focuses on students’ procedural knowledge acquisition and critical thinking training. There are a lot of studies on the specific practice path of the “flipped classroom” teaching style right now, but there are not many on the learning involvement of college English students in this approach. According to studies, the level of student participation in classroom learning is the most important factor limiting the efficiency of teaching. The lack of research in this subject greatly limits the “flipped classroom” teaching model’s ability to improve college English classroom teaching quality. The degree of engagement between teachers and students, the enthusiasm of students in class, and the competence of teachers to educate are all reflected in student conduct in the classroom. Understanding and evaluating the behaviors and activities of students in the classroom are helpful in determining the state of students in the classroom, as well as improving the flipped classroom teaching technique and quality. As a result, the convolutional neural network is used to recognize student behavior in the classroom. The loss function of VGG-16 has been enhanced, the distance inside the class has been lowered, the distance between classes has been increased, and the recognition accuracy has improved. Accurate recognition of classroom behavior is beneficial in developing methods to improve teaching quality.
A Study on the New Model of Flipped Classroom Teaching in College English
