The “flipped classroom” model is a unique method to realize the potential of modern information technology in the foreign language teaching process. The use of this technic involve both transmission (video broadcasting) and knowledge control (automated control of time and number of views, counting and evaluation of test results). The aim of the study is to theoretically explore issues related to the possibilities of using the “flipped classroom” method and the game method. The methodological basis of the study was the following approaches: cultural, intercultural, personality-oriented, activity-oriented, communicative approaches. The research was carried out from the Department of Foreign Languages and Translation of the Ural Federal University named after the first President of Russia B. N. Yeltsin. N. Yeltsin. Results and Discussion.This paper discusses how the emergence of the “flipped classroom” has eliminate the division between knowledge transfer and material assimilation in traditional classrooms, the methodology seamlessly integrating both. At the same time, game-based learning is introduced to fully appreciate the meaning of flipped classroom teaching and realize the goal of synchronous work between teachers’ explanation of knowledge and students’ understanding of knowledge in the classroom.
Conclusion.The flipped classroom model has been extensively researched and developed in various disciplines, which has stimulated the desire of Chinese as a foreign language teachers to study it in depth.