A Study On The Application Of Flipped Classroom To Teaching English Grammar In Junior High School

With the rapid development of modern information technology,the traditional grammar teaching methods in China can no longer meet the needs of students’ learning.Under this background,the teaching mode of flipped classroom emerged.The flipped classroom teaching mode originated from the United States.With the development of American Khan Academy and massive open online courses(MOOC),Chinese scholars also began to pay much attention to the systematic study of flipped classroom.Since 2013,there have been much more studies on flipped classroom in China,which are applied in many specific subjects.But there are few studies on English grammar,so in this study the author tried to apply the flipped classroom teaching mode in teaching grammar in a junior middle school,and found out the answers to the two questions:1.What are the influences of flipped classroom on students’ achievements in grammar learning?2.What are the students’ attitudes towards flipped classroom?The teaching experiment was carried out in Grade 8,in No.119 Middle School in Shijiazhuang of Hebei Province.It was an ordinary school located in the countryside in Zhengding County.Most students were from the nearby villages.Their learning resources were not as abundant as those of students in the city.The experiment lasted four months from September to December,in 2017.The author chose two classes that she had taught for a year.There were 47 students in the experimental class and 47 students in the control class.They were of the same level before the experiment.The premise of the experiment was that other variables were controlled.In the control class,the author still adopted the traditional grammar teaching mode.In the experimental class,the author used the flipped classroom teaching mode: students watched videos at home in advance under the guidance of the tutorial plan,and completed the learning materials according to their own pace before class;while in class students took part in different activities designed by the teacher to use the knowledge learned before class.In the course of this experiment,the author collected data by means of tests,questionnaire,interview and classroom observation.After that,the author used SPSS 19.0 to analyze the data.The final results showed that in the experimental test,the experimental group got better grammar achievements than the control group,and the students’ scores of experimental group were better than those of the control group,reaching the level of statistical difference.This showed that flipped classroom could improve students’ achievements in grammar in junior high school.In addition,the results of questionnaires and interviews showed that most of the participants had a positive attitude towards the mode.