Design of Public English Flip Classroom Teaching Model Based on Fuzzy Control Algorithm

In this study, the fuzzy control algorithm is integrated into the flip classroom teaching model to assess its effectiveness in enhancing public English flip classrooms. Through a combination of quantitative and qualitative analyses, an empirical investigation of public English courses at a university was conducted. Two comparable classes were selected as the experimental and control groups, respectively, to systematically gather data on students’ learning progress. The findings were then analyzed using statistical and content analysis methods. The results indicate that the flip classroom model, supported by the fuzzy control algorithm, offers distinct advantages in improving students’ English proficiency, increasing their engagement in learning, and facilitating personalized instruction. Notably, the students in the experimental group achieved significantly higher average scores in the final examination compared to those in the control group. Additionally, their attitudes towards learning and their ability for independent learning showed marked improvement. These findings highlight the crucial role of the fuzzy control algorithm in refining and optimizing teaching strategies, demonstrating the practical value of this model in public English education.