Action Research On English Grammar Teaching Guided By Flipped Classroom Model For Junior Middle School Students

With the development of globalization and Internet, English teaching should also be improved to meet the needs of the times. In accordance with the principles of promoting students’ comprehensive competence and teaching for all students, the English Curriculum Standard of Compulsory Education, which was issued by the Ministry of Education in 2011, requires that the teaching of English should explore more teaching resources, optimize the assessment and focus on the learning process to achieve the five-dimensional goals of language skills, language knowledge, emotion and values, learning strategies and cultural awareness. English grammar is an indispensable part of English learning, and the new English Curriculum Standard demands that students ought to learn how to use grammar in certain circumstances. However, the teaching of English grammar at present cannot fully satisfy the requirements of the English Curriculum Standard and needs to be improved. The flipped classroom, a new teaching method initiated abroad, has been introduced into China in recent years. Whether this new teaching model can bring better results to English grammar teaching is an issue worth academic and practical studies.This research covers three rounds of action studies and the research object is the students of two classes taught by the author. The experiment class receives the grammar teaching of flipped model while the other class is taught grammar in the traditional way. By analyzing the results of questionnaire, tests, interviews, teaching journals and students’ self-assessment and mutual assessment forms, it can be rightly concluded that the grammar teaching of flipped classroom model can arouse students’ interest, increase their self-confidence, encourage them to use multiple learning strategies and help them better master the grammar as well as raise their academic scores. Besides, this paper provides some suggested solutions to the problems arising from the experimental teaching of the flipped classroom model.The thesis falls into six parts. Chapter one introduces the background, purpose and significance of the research. Chapter two gives a brief review of the three key concepts mentioned in the paper-the flipped classroom, English grammar teaching and action research. Chapter three is about the research questions, object, instrument, methods and procedures. The fourth Chapter illustrates the implementation of the three-round action research. Chapter five presents and analyses the results of the questionnaire and tests. The last chapter concludes the findings of the study and implications for language teaching.