我国大学英语教学历来重输入轻输出,这是其费时低效的重要原因。输出驱动假设为解决这一问题提供了一种新视角。这种假设认为,就教学过程而言,输出比输入对外语学习的内驱力更大。而近年兴起的翻转课堂为输出驱动假设在课堂教学方面的应用提供了一种操作性较强的现实化模型。大学英语教学依据输出驱动假设,借助翻转课堂模式,实现以输出性任务为重心与目标,输入性任务为支持的教学方式改革,从而实现从传统的“先输入后输出”到“以输出任务驱动输入学习”的翻转。 Our college English teaching has always re-enter the light output, which is an important reason for its time-consuming and inefficient. Output-driven assumptions provide a new perspective to solve this problem. This assumption holds that in terms of the teaching process, output is more driven than input into foreign language learning. In recent years, the rise of the flip classroom for the output-driven assumptions in the classroom teaching provides a practical and realistic model. Based on the output-driven hypothesis, college English teaching can achieve the goal of reforming the teaching method with the output task as the center of gravity and the goal and the input task as the support, so as to realize the transformation from the traditional “first input and output” to “ Output task-driven input learning ”flip.