An Empirical Study Of The Flipped Classroom Model In Junior High School English Grammar Teaching

Grammar teaching is an important part of English teaching,and it is also the most difficult part in teachers’ teaching and students’ learning."English Curriculum Standards for Compulsory Education(2017 Edition)"(hereinafter referred to as "Curriculum Standards")points out that teachers should pay attention to students’ language practice and cultivate students’ ability to apply English into daily practice.Besides,teachers should strengthen the guidance of students’ learning strategies and cultivate students’ ability to learn autonomously.Obviously,English grammar teaching under the guidance of Curriculum Standards requires both knowledge learning and ability development.However,most of the current focus of junior high school English grammar teaching falls on the teaching of grammar knowledge,thus the cultivation and promotion of students’ independent learning ability and language practice ability is despised or even neglected.In addition,there are still many problems in the current English grammar teaching,such as the complication of grammar rules,the boredom of traditional grammar teaching methods,and the lack of real language environment,the lack of interest in learning,as well as the low participation of students.Therefore,we must actively explore and try effective teaching models.With the vigorous development of science and technology and the advancement of educational concepts,new teaching platforms and teaching methods based on science and technology have gradually drawn people’s attention and are sought after by people.The traditional grammar teaching method cannot meet the development needs of students,and cannot keep up with the pace of social progress.At present,with the continuous development of the flipped classroom model,many scholars and teaching practitioners at home and abroad have paid attention to it and applied it to the actual teaching process,and most of them have made certain achievements.However,most of the researches at home and abroad focus mainly on the field of science and engineering.The research applied to humanities and social sciences is relatively rare.In these rare studies applied to humanities and social sciences,most of them focus on reading,vocabulary,etc.There are few studies on grammar teaching interms of teaching.Therefore,with the help of the flipped classroom teaching model,this thesis takes the first-year junior high school students as the research participants,and applies the flipped classroom model to the junior high school English grammar teaching,aiming to explore the effectiveness of the application of flipped classroom model to the junior high school English grammar teaching.This paper collects data by means of experiment method,questionnaire survey method,interview method,etc.and then quantitatively and qualitatively analyzes the data in the later stage,aiming to explore the effects of the application of flipped classroom model to junior high school English grammar teaching on students’ English academic achievement and students’ English learning engagement as well as teachers and students’ attitudes towards and views on flipped classroom model.The results of the study show that the English academic performance of the students participating in the flipped class is significantly better than that of the students in the traditional class,and the English learning engagement of the students in the flipped class is higher than that of the students in the traditional class.In addition,when teaching grammar in the flipped classroom model,teachers pay more attention to the "meaning" and "use" of grammar."Form" is no longer the top priority of teaching.Furthermore,classroom teaching is also turning to student-centered development trend.Teachers are no longer blind messengers;they gradually become guides and classroom managers.These findings can provide some theoretical references and empirical evidence for improving English grammar teaching in junior high school.They can also provide some practical enlightenment for teachers’ teaching practice and solving similar problems.However,due to the limited time and energy of the author,this research also has some shortcomings,such as insufficient theoretical research,short experimental period,small experimental sample size and limited research contents.