The Application Of Flipped Classroom Teaching Model Based On Micro-class To Senior High School English Grammar Teaching

The rapid development of information technology has promoted the process of education reform.The emergence of the flipped classroom teaching model provides the possibility to better promote teaching and learning.At present,English grammar teaching is always boring and ineffective.What’s more,the English grammar teaching advocated by “The English Curriculum Standard for Senior High School(2017)”(Ministry of Education,2018)is a three-dimensional dynamic grammar view of “form-meaning-use”.However,most students still stay in the “form” level of grammar learning,and cannot effectively use grammar knowledge to understand and express meaning in context.The flipped classroom teaching model requires students to finish the knowledge input before class under the help of information technology,realize the knowledge internalization under the guidance of teachers in class,and achieve the knowledge consolidation through independent reflection after class.This form of “learning before teaching” subverts the traditional teaching model and changes the role of teachers and students.Therefore,it is of the great practical significance to apply the flipped classroom teaching model to English grammar teaching.This research mainly studies the effect of the flipped classroom teaching model on senior high school students’ learning effect of attributive clause,the effect of the flipped classroom teaching model on senior high school students’ English autonomous learning ability and the attitude of senior high school students towards the use of flipped classroom in English grammar teaching based on constructivism,learning pyramid theory,master learning theory and autonomous learning theory.The research instruments used in this study are tests,questionnaires and interview.102 students in the first grade of Zhou Qu Middle School in Lanzhou are taken as the subjects.The result of pre-test shows that there is no significant difference on students’ English learning level and attributive clause learning level of the two classes.Then,the researcher divides the two classes into the experimental class(class 1)and the control class(class 3).The experimental class adopts the flipped classroom teaching model,and students use the i Pad to learn,while the control class adopts the traditional teaching method(deduction-induction).After the experiment,the students in the two classes participate in the post-test,the purpose of which is to test the learning effect of the flipped classroom teaching model on senior high school students’ attributive clause.What’s more,the researcher uses questionnaires to get the effect of the flipped classroom teaching model on senior high school students’ English autonomous learning ability and the students’ attitudes towards the flipped classroom in English grammar teaching.Meanwhile,the interview is used as a supplementary way to get students’ views and suggestions about the flipped classroom.The result shows that the flipped classroom teaching model has a significant impact on improving senior high school students’ learning effect of attributive clause,and it can also help to improve students’ autonomous learning ability.At the same time,senior high school students hold positive attitudes towards the flipped classroom teaching model in English grammar class and express that they have benefited a lot from it.Finally,the researcher makes a detailed explanation of the major findings,pedagogical implications and limitations of the study,hoping that this study can be helpful for the application of the flipped classroom teaching model to senior high school English grammar teaching.