A Study Of The Effects Of The Flipped Classroom Model On The Study Of The English Grammar At Senior High School

English Curriculum Standards for Senior High School(2017)puts forward specific requirements for the grammar teaching of senior high school English and advocates the three-dimensional dynamic grammar view of “Form--Meaning--Use”oriented by language use.However,according to the result of the pre-test and the pre-questionnaire,it shows that the current senior high school students' English grammar learning is unsatisfactory.There are two main problems: first,a large proportion of students study grammar passively for exams,lacking interest in learning grammar.Second,students cannot understand the form and meaning of English grammar well and lack the ability to analyze long and difficult sentences and use English grammar properly.Recently,with the continuous development of flipped classroom teaching model,more and more people begin to employ flipped classroom,but the application of “flipped classroom” to English class has not attracted wide attention,especially in the English grammar teaching at senior high school.Therefore,the researcher introduces the flipped classroom model and applies it to the English grammar teaching at senior high school to improve the students' ability of English grammatical competence and performance,stimulate their interest in English learning and improve their enthusiasm in English learning and class participation.In the study,the researcher constructs a new flipped model which is suitable for the English grammar teaching at senior high school to explore the impact of the flipped classroom model on students' English grammar learning.The research focuses on the following three issues: 1.What effects does the flipped classroom model have on students' English grammar learning? And how does the flipped classroom model affect students' English grammar learning in the aspects of English grammaticalcompetence and performance? 2.What are the students' attitudes towards the application of the flipped classroom model into English grammar teaching? 3.Does the correlation exist between students' attitudes and their grammar learning? Is there any difference in the aspects of grammatical competence and performance? The subjects are 90 freshmen in Class 3 and Class 5 from a senior high School,including45 students in the experimental class.The experiment lasts for two months.The target grammar taught by the researcher is the grammar of Oxford Senior High School English Module 1: Attributive Clauses.The research instruments used are grammar tests,questionnaires and an interview.The data collected are analyzed with SPSS 22.0.The research has the following findings:(1)After the implementation of the flipped classroom in English grammar teaching,students' English grammatical competence and performance have improved significantly.(2)Students have a positive attitude towards the application of the flipped classroom model to the English grammar teaching and hope teachers will continue to use the flipped classroom model in future English teaching.(3)Students' attitudes are correlated with their grammar learning,especially with their grammatical competence.However,due to the limited time of the experiment,the limitation of the researcher's ability and the sample,and the imperfection of the supervision of students' watching microlectures before class and the imperfection of evaluation system,this research inevitably has some shortcomings.Despite those limitations,this research is expected to explore the impact of the flipped classroom model on senior high school students' English grammar learning,and to deepen the domestic research and practice of English grammar teaching at senior high schools with the flipped classroom model.