1 Introduction

Explored the importance of improving the quality of foreign language teaching and pointed out that blended learning mode is an effective way to achieve this goal. Flipped classroom, as a representative of blended learning mode, has been proven to have a positive effect on improving the quality of foreign language teaching by combining pre class video learning with classroom interaction. In the graded teaching of college English, the needs and characteristics of high-level students have not been fully studied. The aim of this study is to explore whether the flipped classroom model is suitable for high-level students and analyze its application effect in college English reading and writing courses, in order to achieve personalized teaching and optimize the teaching mode.

2 Theoretical Framework

This chapter explores the flipped classroom model based on the "Guidelines for College English Teaching", aiming to achieve blended learning through information technology and improve teaching quality. A college English flipped classroom model suitable for high-level students has been developed, which focuses on themes and integrates extracurricular teaching resources, language tasks, and face-to-face classroom activities. Extracurricular teaching resources include knowledge points and cultural knowledge related to the theme, as well as pre class tests to promote students' pre class learning. Extracurricular language tasks are designed based on students' level, driving their output through diverse tasks and clear instructions. Face to face classes focus on creating authentic language contexts, improving students' language input and output abilities through activities such as discussions and Q&A. The entire model emphasizes the connection between in class and out of class teaching, achieving knowledge internalization and skill training.

3 Research Design

This chapter elaborates on the design of an empirical study on flipped classroom teaching of college English for high-level students. The research aims to verify the impact of flipped classroom on the teaching process and outcomes, with a focus on face-to-face classroom interaction and student academic performance. The research subjects are high-level students from key universities across the country, divided into a control group using traditional teaching and an experimental group using flipped classrooms. The two groups maintain consistency in multiple dimensions. The research steps include 36 hours of reading and writing teaching, with the control class using traditional teaching mode and the experimental class implementing flipped classroom mode. Data collection is conducted through classroom observation and student interviews, using a classroom teaching behavior analysis system to record teaching behavior, and using SPSS software for data processing and analysis to answer research questions.

4 Research Results and Discussion

This study compared and analyzed classroom teaching behaviors under two teaching modes, and found significant differences in teaching behaviors between flipped classroom and traditional classroom. Flipped classroom emphasizes the student-centered role more, with a decrease in the proportion of teacher activities and an increase in the proportion of student activities. The role of teachers has shifted from knowledge transmitters to guides and facilitators. In addition, flipped classroom improves students' learning efficiency and self-evaluation ability through peer evaluation and feedback.

5 Conclusion

This study focuses on high-level students and empirically verifies the effectiveness of flipped classroom in improving the quality of college English teaching. Research has found that the flipped classroom model is more conducive to promoting student-centered and teacher led teaching philosophies compared to traditional classrooms, while significantly improving students' academic performance. Flipped classroom can combine themes and contexts to promote knowledge internalization and achieve higher-level goals. However, further research is needed to verify the representativeness and generalizability of the study.