A Study On The Application Of Microlecture-based Flipped Classroom In English Grammar Teaching Of Senior High School

In the process of learning a language,the grammar of the language has always played a role that cannot be underestimated."General High School English Curriculum Standards,2017" summarizes the language learning ability requirements of high school students as listening,speaking,reading,writing,and reading,and reiterates the importance of English grammar.If the knowledge of grammar is not firmly grasped,it is difficult for students to meet the basic requirements of language skills.In view of this,English grammar learning in senior high school is an important link that cannot be weakened and ignored by students.Traditional English teaching often focuses on the explanation of grammar knowledge.Teachers use boring grammar exercises to strengthen students’ memory of knowledge points,but ignore the cultivation of students’ comprehensive language application ability.With the advancement of information technology and the modernization of education,traditional teaching methods are gradually being abandoned.With the implementation of the new curriculum reform policy,communicative teaching methods that focus on communicative functions are replaced.The process of English teaching in high school gradually becomes scientific and flexible.Due to the transformation of teaching methods,the changes in the arrangement of teaching materials and the reform of college entrance examination questions.Some teachers have some wrong views,believing that grammar teaching has been weakened in English teaching in high school.Based on this,this study applies the micro-lecture-based flipped classroom to senior high school English grammar teaching,and explores the effectiveness of the micro-lecture-based flipped classroom on senior high school English grammar teaching.The purpose of this research is to analyze the current situation and deficiencies of English grammar learning for second-grade students in senior high school,and design a flipped classroom teaching design suitable for the learning situation,suggestions.This study attempts to address the following three questions through analysis of a semester-long experiment:（1）Is the application of micro-lectures in high school English grammar teaching relevant to high school students’ interest in learning English grammar? Is there a positive or negative relationship?（2）What are the challenges and difficulties faced by using micro-lectures to teach grammar in high school? What aspects should be paid attention to?（3）To what extent has the flipped classroom based on micro-lectures teaching mode improved the English grammar learning ability and level of high school students?In order to get the answers to the above questions,the author conducts experiments using research methods such as survey research,interviews,literature analysis,and controlled experiments.Finally,the following conclusions are drawn:（1）the flipped classroom teaching mode based on micro-lecture can enhance students’ interest,initiative and enthusiasm in grammar learning,（2）the flipped classroom teaching mode based on micro-lecture can improve students’ grammar learning level and motivation.（3）The flipped classroom teaching mode promotes short-term and long-term learning effects.