翻转课堂是随着信息技术促进教育改革运动的发展和“以学生为中心”教育理念的广泛普及应运而生的一种新型教学模式。经众多实践证明，翻转课堂教学模式可以通过释放课堂教学时间，延长学生练习巩固的时间，增强学生学习兴趣，提高课堂教学效率。 近几年将翻转课堂教学模式应用于对外汉语教学的研究越来越多，许多汉语教师曾在写作课、口语课、听力课、中高级汉语综合课中做过翻转课堂的试验，并取得了不同程度的成功。 本文是翻转课堂教学模式在美国大学汉语综合课中的应用研究。本文首先对在美汉语教师进行了问卷调查，调查内容包括美国大学汉语教学基本情况和翻转课堂教学模式在美国汉语教学中的应用情况。调查结果显示：汉语课目前在美国大学的课程体系中多为学分选修性质的综合课，课时少、任务重，许多教师面临着无法保质保量完成教学任务的问题。同时，翻转课堂在美国大学汉语教师群中知名度很高，许多教师有在自己的汉语教学中使用翻转课堂的意愿。 其次，本文对笔者所任教的学校的教学情境、教学对象和所用教材进行了分析，对在美国大学汉语综合课中使用翻转课堂教学模式的实施环节的设计进行了详细的描述，并以其中一课为例，对具体的教学实施过程进行了案例展示。 再次，本文对学生进行了关于将翻转课堂教学模式应用于大学汉语教学中的满意度问卷调查，调查结果显示学生普遍对翻转课堂比较满意。同时，本文还对部分学生进行了面对面访谈，调查了学生对翻转课堂的作用的看法，以及视频制作相关建议。此外，本文对学生的单元测成绩进行了平均分和极差分析，结合教师对学生的个人评价，本文得出了翻转课堂能帮助提升学生成绩，缩小班级与班级之间及班级内部之间的差距的结论。 最后，本文对研究中引发的思考与建议以及研究中存在的问题与不足进行了总结。

Flipped Classroom is a new teaching mode which emerges with the development of information technology to promote educational reform and the popularization of the "student-centered" educational concept. It has been proved in many practices that Flipped Classroom can release classroom teaching time, prolong students' practice time, enhance students' interest in learning, and improve classroom teaching efficiency. In recent years, more and more application research have been carried out on writing, speaking, listening and comprehensive Chinese classes, and have achieved varying degrees of success. This study is about applying Flipped Classroom into the comprehensive Chinese course of American universities. In this paper, it firstly conducts a questionnaire survey on Chinese teachers in the United States, including the basic situation of Chinese teaching and the application of Flipped Classroom in Chinese courses in American universities. The survey results show that in the current curriculum system of American universities, Chinese course is mostly a comprehensive course of credit elective nature. With less class hours and heavy tasks, many teachers are faced with the problem that they can not fulfill teaching tasks with quality and quantity. Meanwhile, the Flipped Classroom is well known among Chinese teachers in American universities. Many teachers have the will to use the Flipped Classroom in their own Chinese teaching. Secondly, this paper analyses the teaching situation, teaching objects and textbooks of the school where the author teaches, and describes in detail the design of the implementation link of the Flip Classroom teaching mode used in the comprehensive Chinese course of American universities. Taking one of the courses as an example, it shows the specific teaching implementation process. Thirdly, this paper carries out a questionnaire survey on students' satisfaction with the application of the Flipped Classroom teaching mode in College Chinese teaching. The survey results show that students are generally satisfied with it. This paper also conducted face-to-face interviews with some students, surveyed the students' views on the effect of Flipped Classroom, and suggestions on video production. In addition, this paper carries out the average score and range analysis of students' unit test scores. Combining with teachers' personal evaluation of students, this paper draws the conclusion that Flipping Classroom can help improve students' performance and narrow the gap between and within classes. Finally, this paper summarizes the thinking and suggestions triggered by the study, as well as the problems and shortcomings in the study.