The Application Of Flipped Classroom In English Grammar Teaching Of Senior High School ——A Case Study Of No.41 Senior High School In Urumqi

English grammar is an important part of high school English teaching.In the teaching process,teachers often spend a lot of time explaining grammar rules and forms in class,leaving little time for students to practice and apply them.Such teacher-centered traditional grammar teaching gives students few opportunities to actively explore and summarize grammar rules,and student engagement in the classroom is not high.The New Curriculum Standards for High School English（2017 edition,revised in 2020）states that we should focus on the application of modern information technology to enrich English curriculum resources.Use modern information technology to widen the way to learn and use English.The flipped classroom is to complete the knowledge transfer before class with the help of information technology;with the assistance of the teachers and the coordination of the students,the internalization of knowledge is completed in the classroom.In this way,class time is reallocated to explore deep knowledge in the classroom with the concept of student-centered.Therefore,this study combines Constructivism learning theory and Bloom’s taxonomy of educational objectives theory to apply the flipped classroom model to high school English grammar teaching in order to investigate its effects on students’ grammar performance and student engagement.This will demonstrate the effectiveness and applicability of the flipped classroom model in teaching English grammar.The specific research questions include:（1）What is the current situation of student engagement in high school English grammar class?（2）What is the impact of the flipped classroom on student engagement in high school English grammar classroom（in terms of behavioral,emotional,and cognitive dimensions）?（3）What is the impact of flipped classroom on high school students’ grammar performance? In order to investigate the above questions,this study used Class 4 of Urumqi 41 High School as the experimental class to teach grammar in the flipped classroom for one semester and Class 3 as the control class to teach traditional grammar.Questionnaires,tests,classroom observations and interview were administered to the experimental class,and tests were administered to the control class.After one semester of the flipped classroom grammar teaching experiment,the analysis of the data obtained revealed that:（1）Student engagement in the high school English grammar class is generally low,especially in cognitive and emotional engagement;（2）After learning in the flipped grammar classroom,student engagement increased in three areas: emotional,behavioral and cognitive engagement,especially in the emotional engagement area.The flipped classroom increased students’ interest in the grammar class and transformed the teacher-student relationship.（3）The grammar scores of the experimental class were higher than those of the control class.Thus,the flipped classroom model has been demonstrated to improve the grammar performance of high school students and student engagement,thus proving the applicability of the flipped classroom in high school grammar classroom.