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Introduction
介绍

In recent years, flipped classrooms have rapidly gained popularity around the world, especially in higher education(O'Flaherty & Phillips, 2015). This is due to the development of digital information technology and online learning platforms. The popularity of the flipped classroom method has had a significant impact on both teaching and learning methods, especially in higher education level. Numerous empirical studies have demonstrated the effectiveness of the flipped classroom approach in higher education learning( Aguirre, 2009). However, most of the current research on the use of the flipped classroom approach in higher education focuses on a single discipline or examines the effectiveness of the flipped classroom from an integrated perspective, and lacks systematic comparisons of the differences in effectiveness between different disciplines(O'Flaherty & Phillips, 2015). The different needs and challenges that the flipped classroom method may face in practical application are ignored. This literature review outlines the analysis of previous studies on the theoretical background and current status of the application of the flipped classroom approach. By comparing the effects of the flipped classroom in two disciplines, mathematics and language study, the theoretical framework of the flipped classroom is expanded and refined to make it more comprehensive and adaptable to diverse educational scenarios.
近年来，翻转课堂在全球范围内迅速普及，尤其是在高等教育中（O'Flaherty & Phillips， 2015）。这是由于数字信息技术和在线学习平台的发展。翻转课堂方法的流行对教学和学习方法都产生了重大影响，尤其是在高等教育阶段。大量实证研究表明，翻转课堂方法在高等教育学习中的有效性（Aguirre，2009 年）。然而，目前关于在高等教育中使用翻转课堂方法的研究大多集中在单一学科上，或者从综合的角度来检查翻转课堂的有效性，而缺乏对不同学科之间有效性差异的系统比较（O'Flaherty & Phillips，2015）。翻转课堂方法在实际应用中可能面临的不同需求和挑战被忽略了。本文献综述概述了对以往研究的分析，分析了翻转课堂方法应用的理论背景和现状。通过比较翻转课堂在数学和语言学习两个学科中的效果，扩展和提炼翻转课堂的理论框架，使其更加全面和适应多样化的教育场景。

Theoretical foundations of the Flipped Classroom Approach
翻转课堂方法的理论基础

Essentially, the flipped classroom is an innovative approach to teaching and learning. It changes the traditional sequence of teaching activities. In this approach, students initially acquire knowledge through digital resources (e.g., video lectures) prior to class, and class time is dedicated to consolidating and applying that knowledge (Tomlinson, 2014; Sherbino et al., 2013). In this context, the role of the teacher shifts from being the primary provider of knowledge to being a facilitator of learning. In other words, the teacher is no longer the central source of information, instead supporting their students' learning of complex concepts by providing additional resources and guidance.
从本质上讲，翻转课堂是一种创新的教学方法。它改变了传统的教学活动顺序。在这种方法中，学生最初在课前通过数字资源（例如视频讲座）获取知识，课堂时间专门用于巩固和应用这些知识（Tomlinson，2014 年;Sherbino et al.， 2013）。在这种情况下，教师的角色从知识的主要提供者转变为学习的促进者。换句话说，教师不再是信息的中心来源，而是通过提供额外的资源和指导来支持学生学习复杂的概念。

The shift in teacher identity and pedagogy is particularly evident in higher education, where the traditional model of “lecture” tends to dominate . In the traditional lecture model, the teacher is primarily the transmitter of knowledge, while the student plays a more passive role as the receiver. However, in the flipped classroom, student involvement and engagement is increased(Ettien & Touré，2023). Students are required to actively learn new material without a teacher and collaborate with their peers in the classroom to deepen their understanding and apply concepts in real-world settings. At the same time, the role of the teacher is redefined to be more focused on guiding students through complex and challenging material, resulting in a more active and collaborative learning environment.
教师身份和教学法的转变在高等教育中尤为明显，传统的“讲座”模式往往占主导地位。在传统的讲座模式中，教师主要是知识的传播者，而学生则作为接收者扮演着更加被动的角色。然而，在翻转课堂中，学生的参与度和参与度有所提高（Ettien & Touré，2023）。学生需要在没有老师的情况下积极学习新材料，并在课堂上与同龄人合作，以加深他们的理解并在现实世界环境中应用概念。同时，教师的角色被重新定义，更加专注于指导学生完成复杂和具有挑战性的材料，从而形成一个更加积极和协作的学习环境。

The theoretical basis of this teaching model lies in the theory of active learning and the theory of intrinsic motivation. Active learning theory is an approach to teaching that emphasizes the learner's initiative in the learning process. The core idea is that learners reap better learning results when they actively receive relevant information. It also advocates that learners engage in more immersive experiences and learn by doing (Bonwell, & Eison, 1991). In a traditional classroom, teacher work takes over and students are not fully engaged in their learning. The flipped classroom model, on the other hand, encourages students to self-help at home to complete the basic information of the course while completing interactive learning activities in the classroom. It allows the classroom to serve more as a place for sharing and practicing different ways of understanding the learning material. This includes active participation in the learning process while facilitating interaction with the real world to help them digest their knowledge more deeply(Freeman et al., 2014).
这种教学模式的理论基础在于主动学习理论和内在动机理论。主动学习理论是一种强调学习者在学习过程中的主动性的教学方法。核心思想是，当学习者主动接收相关信息时，他们会获得更好的学习效果。它还倡导学习者参与更多沉浸式体验并在实践中学习（Bonwell， & Eison， 1991）。在传统的课堂上，教师的工作占据了主导地位，学生没有充分参与到他们的学习中。另一方面，翻转课堂模式鼓励学生在家中自助完成课程的基本信息，同时在课堂上完成互动学习活动。它允许教室更多地作为分享和练习理解学习材料的不同方式的地方。这包括积极参与学习过程，同时促进与现实世界的互动，以帮助他们更深入地消化知识（Freeman et al.， 2014）。

Intrinsic motivation theory emphasizes the importance of mobilizing the intrinsic reward mechanisms of human beings. The theory suggests that intrinsic personal satisfaction is more likely to increase creativity and productivity than external rewards (e.g., prizes, money) (Deci, 1975). The main discussion of intrinsic motivation theory for the flipped classroom lies in the mobilization of student autonomy. Students participating in a flipped classroom play a different role than traditional students. The basic structure of the flipped classroom is a student-led instructional model. When she or he is asked to lead the flipped classroom, she or he experiences a sense of fulfillment similar to the role of a teacher. This state is described in intrinsic motivation theory as a mind-flow state, which is the intrinsically motivated satisfaction experienced by being fully engaged in the activity in which one is participating.
内在动机理论强调调动人类内在奖励机制的重要性。该理论表明，与外部奖励（例如奖品、金钱）相比，内在的个人满意度更有可能提高创造力和生产力（Deci，1975）。翻转课堂的内在动机理论的主要讨论在于学生自主性的动员。参加翻转课堂的学生扮演的角色与传统学生不同。翻转课堂的基本结构是学生主导的教学模式。当她或他被要求领导翻转课堂时，她或他会体验到一种类似于教师角色的成就感。这种状态在内在动机理论中被描述为心流状态，这是通过全身心投入到一个人所参与的活动而体验到的内在动机的满足感。

The use of flipped classroom in mathematics learning
翻转课堂在数学学习中的应用

With the development of digital information technology, contemporary students are more inclined to quickly construct their unique knowledge framework through various digital technology channels (Hantla, 2014). In this case, teachers need to adapt their teaching models to suit the needs of different students. The application of the flipped classroom in the field of mathematics lies in the increased integration of digital information technology into the curriculum and the engagement of students throughout the teaching and learning process.
随着数字信息技术的发展，当代学生更倾向于通过各种数字技术渠道快速构建自己独特的知识框架（Hantla，2014）。在这种情况下，教师需要调整他们的教学模式以适应不同学生的需求。翻转课堂在数学领域的应用在于越来越多地将数字信息技术融入课程，以及学生在整个教学过程中的参与。

A large number of studies to this day have demonstrated the innovative and practical nature of the flipped classroom in the field of mathematics. De Araujo and his colleagues use video instruction as a digital curriculum resource, not just a form of instructional presentation. They also call for the use of new technologies to introduce instructional materials when using the flipped classroom approach to teach mathematics(de Araujo et al., 2017). Baepler and his colleagues focus on the impact of the physical setup of the classroom on the teaching and learning experience of the flipped classroom approach(Baepler et al., 2014). Baepler (2014) argues that the flipped classroom approach reduces the amount of time spent in the physical classroom, and is therefore more cost effective in terms of time. In addition, mathematics, as a basic subject, has long been viewed as highly authoritative, with teachers typically having a high degree of dominance when teaching mathematics. However, in a study of digital resources for the flipped classroom approach, it was indicated that interaction with digital technology may change the traditional sense of authority of the teacher or the subject of mathematics(Gravemeijer, 1994).
迄今为止的大量研究已经证明了翻转课堂在数学领域的创新和实用性。De Araujo 和他的同事将视频教学用作数字课程资源，而不仅仅是一种教学演示形式。他们还呼吁在使用翻转课堂方法教授数学时使用新技术来引入教学材料（de Araujo et al.， 2017）。Baepler 和他的同事专注于教室的物理设置对翻转课堂方法的教学和学习体验的影响（Baepler et al.， 2014）。Baepler （2014）认为，翻转课堂方法减少了在实体课堂上花费的时间，因此在时间方面更具成本效益。此外，数学作为一门基础学科，长期以来一直被视为高度权威，教师在教授数学时通常具有高度的主导地位。然而，在对翻转课堂方法的数字资源研究中，表明与数字技术的交互可能会改变教师或数学学科的传统权威感（Gravemeijer，1994）。

Numerous empirical studies have demonstrated the effectiveness of the flipped classroom theory in the field of mathematics teaching and learning. The study by Gregory and his colleagues exemplifies that students perform better on open-ended design problems when using a flipped classroom approach in upper-division engineering courses(Mason et al., 2013). Another studys showed that the flipped classroom approach performed very well in an undergraduate statistics course, with students giving feedback on a better course experience(Wilson, 2013; Aguirre, 2009).
大量实证研究表明，翻转课堂理论在数学教学领域的有效性。Gregory 和他的同事的研究表明，在高年级工程课程中使用翻转课堂方法时，学生在开放式设计问题上的表现更好（Mason et al.， 2013）。另一项研究表明，翻转课堂方法在本科统计学课程中表现非常好，学生对更好的课程体验给出了反馈（Wilson，2013 年; Aguirre，2009 年）。

Although the flipped classroom approach has many advantages in teaching mathematics, it also faces challenges. The first is that the flipped teaching model relies on the personal beliefs and learning abilities of students. There is a potential risk that students will not be able to complete the learning task independently. The second is the level of teachers required, which is mainly categorized into the production of lecture videos and the use of information technology. Teachers need to have a certain level of congeniality in the use of the Internet, which is often not easy for older professors. The production of lecture videos also requires a great deal of time and online resources, which may lead to negative experiences with the flipped teaching model(Çevikbaş & Argün, 2017).
尽管翻转课堂方法在数学教学中具有许多优势，但它也面临挑战。首先是翻转教学模式依赖于学生的个人信仰和学习能力。存在学生无法独立完成学习任务的潜在风险。二是所需师资水平，主要分为讲座视频的制作和信息技术的使用。教师在使用互联网时需要有一定程度的亲和力，这对于年长的教授来说通常并不容易。制作讲座视频也需要大量的时间和在线资源，这可能会导致对翻转教学模式的负面体验（Çevikbaş & Argün，2017）。

The use of flipped classroom in EFL
在 EFL 中使用翻转课堂

The use of the flipped classroom approach in the teaching of English as a Foreign Language (EFL) has received much attention as an innovative approach to language learning. The flipped classroom approach in an EFL environment allows students to deal with “lower-level cognitive tasks such as memorization and comprehension prior to class; and “higher-level cognitive tasks” such as the practical application of grammar during class(Khusniyah & Husnawadi, 2022).
在英语作为外语（EFL）的教学中使用翻转课堂方法作为一种创新的语言学习方法受到广泛关注。 EFL 环境中的翻转课堂方法允许学生处理“较低级别的认知任务，例如课前记忆和理解;以及“更高层次的认知任务”，如课堂上语法的实际应用（Khusniyah & Husnawadi， 2022）。

Several pioneering studies have demonstrated the effectiveness of flipped instruction in enhancing the EFL academic performance of students. A study at National Taiwan University reported a significant increase in academic performance in the experimental group that adopted the flipped classroom approach compared to the control group(Hung, 2014). A study by Macías Borrego(2024) showed that students who followed the flipped classroom method in ESL classes in college English programs had a nearly 20% higher percentage of task completion than those who followed the traditional method. In addition, Chen Hsieh and his colleagues, investigated the effect of flipped education model on the speaking skills of English language learners. The results of the study showed that the flipped approach to language learning not only improved their grammar skills, but also boosted their confidence in using the language(Chen Hsieh et al., 2016). These findings are corroborated by similar studies conducted in Turkey and the United States that also reported positive outcomes for EFL students using the flipped classroom model (Turan & Cimen，2019; Webb & Doman ,2016).
几项开创性研究表明，翻转教学在提高学生的 EFL 学习成绩方面的有效性。国立台湾大学的一项研究报告称，与对照组相比，采用翻转课堂方法的实验组的学习成绩显着提高（Hung，2014 年）。Macías Borrego（2024）的一项研究表明，在大学英语课程的 ESL 课程中采用翻转课堂方法的学生比遵循传统方法的学生完成任务的百分比高出近 20%。此外，Chen Hsieh 和他的同事研究了翻转教育模式对英语学习者口语技能的影响。研究结果表明，翻转的语言学习方法不仅提高了他们的语法技能，还增强了他们使用语言的信心（Chen Hsieh et al.， 2016）。这些发现得到了在土耳其和美国进行的类似研究的证实，这些研究也报告了使用翻转课堂模式的EFL学生取得了积极的结果（Turan & Cimen，2019;Webb & Doman，2016 年）。

Although past research points to some evidence of flipped learning in language education, it is very limited relative to math education. IMacías Borrego (2024) points out that many quantitative studies in the field have small sample sizes, which raises concerns about the representativeness of their findings. Moreover, in addition to the difficulties of inadequate student self-management and technological dependence mentioned earlier, some specific disadvantages are particularly salient in the context of language learning. This mainly includes cultural background differences and feedback system delays. EFL students come from different cultural backgrounds and have different levels of comprehension of reading materials (Luo, 2021). In a flipped classroom, teachers usually choose uniform pre-course learning materials which do not meet the cultural needs of all students. Furthermore, EFL learners usually need frequent feedback to correct language errors and improve their learning methods. However, in a flipped classroom, the teacher is unable to monitor the learning process in real time as students are required to make their own preparations for the class. This delayed feedback may have an impact on the learning performance of the students.
尽管过去的研究指出了语言教育中翻转学习的一些证据，但相对于数学教育来说，它非常有限。IMacías Borrego （2024）指出，该领域的许多定量研究样本量较小，这引发了对其研究结果的代表性的担忧。此外，除了前面提到的学生自我管理不足和技术依赖的困难外，在语言学习的背景下，一些具体的缺点尤为突出。这主要包括文化背景差异和反馈系统延迟。EFL 学生来自不同的文化背景，对阅读材料的理解水平也不同（Luo，2021）。在翻转课堂中，教师通常会选择统一的课前学习材料，这并不能满足所有学生的文化需求。此外，EFL 学习者通常需要频繁的反馈来纠正语言错误并改进他们的学习方法。然而，在翻转课堂中，教师无法实时监控学习过程，因为学生需要自己为课堂做准备。这种延迟的反馈可能会对学生的学习表现产生影响。

Conclusion
结论

The flipped classroom model has been widely adopted in a variety of educational disciplines and faces different challenges in different academic contexts. In mathematics education, the flipped classroom approach focuses on the use of digital resources to increase student engagement in complex problem-solving tasks. However, this model also places high demands on the independent learning skills of students and the information technology proficiency of teachers. In contrast, the flipped classroom approach fits well with the interactive and communicative nature of language learning. It provides more ample time for practical language activities for students. However, challenges such as delayed feedback and cultural diversity remain.
翻转课堂模式已被广泛用于各种教育学科，并在不同的学术环境中面临不同的挑战。在数学教育中，翻转课堂方法侧重于使用数字资源来提高学生对复杂问题解决任务的参与度。然而，这种模式也对学生的独立学习能力和教师的信息技术熟练程度提出了很高的要求。相比之下，翻转课堂方法非常适合语言学习的互动和交际性质。它为学生提供了更充足的时间进行实践语言活动。然而，反馈延迟和文化多样性等挑战仍然存在。

Gaps in previous research
以前研究的差距

Current research on the flipped classroom teaching method mainly focuses on the effectiveness of the application of a single subject, especially in the field of science, led by mathematics. And most of the discussions on flipped classroom pedagogy focus on how to improve the learning experience and performance of students by changing the traditional teaching methods. There is an obvious lack of research on humanities disciplines such as language learning and a lack of systematic comparison between different disciplines. In particular, there is a lack of research on adapting specific implementation strategies for the flipped classroom between two subjects with significant differences, like math and language learning.
目前对翻转课堂教学法的研究主要集中在单一学科的应用效果上，特别是在以数学为主导的科学领域。而大多数关于翻转课堂教学法的讨论都集中在如何通过改变传统的教学方法来改善学生的学习体验和表现。对语言学习等人文学科的研究明显缺乏，不同学科之间缺乏系统性的比较。特别是，缺乏关于在数学和语言学习等两个差异显著的科目之间为翻转课堂调整具体实施策略的研究。

Filling these research gaps not only complements the flipped classroom pedagogy, but also serves as an important guide for educational practitioners to utilize in different disciplines. A systematic comparison of effectiveness across disciplines can demonstrate whether there is a universally applicable strategy for the flipped classroom approach. If it is not universally applicable, the flipped classroom method can be studied according to the characteristics of different disciplines. The study of disciplinary differences can promote the innovative application of the flipped classroom method in various disciplines.
填补这些研究空白不仅补充了翻转课堂教学法，而且为教育从业者在不同学科中提供了重要的指导。对跨学科有效性的系统比较可以证明是否有普遍适用的翻转课堂方法策略。如果不是普遍适用的，可以根据不同学科的特点来研究翻转课堂法。学科差异的研究可以促进翻转课堂方法在各个学科中的创新应用。

Future research should explore this gap and conduct comparative studies to assess the effectiveness of the flipped classroom in different academic contexts, focusing on the different needs of each discipline. For example, multicultural needs in the context of language education.
未来的研究应该探索这一差距并进行比较研究，以评估翻转课堂在不同学术环境中的有效性，重点关注每个学科的不同需求。例如，语言教育背景下的多元文化需求。

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