A Study On The Application Of Flipped Classroom Teaching Approach In Senior High School English Grammar Teaching

Grammar is a significant part of English learning in senior high schools.However,English teaching still has many problems,such as blind indoctrination of knowledge by teachers and rote memorization by students,which lead low enthusiasm of students’ grammar learning.Moreover,students fail to apply the learned grammar knowledge into practical communication activities.In order to break the current situation of grammar teaching,the author of this dissertation will combine the flipped classroom with high-school English grammar teaching.And this article aims to explore the effect of the application of flipped classroom teaching approach to English grammar teaching in senior high school.The flipped classroom teaching approach is based on the “constructivism” and“humanism”,in which students are at the center and the teacher only acts as the guide of the students.Constructivism theory emphasizes that learning is the process by which students construct knowledge.In teaching,the knowledge and experience of learners should not be ignored.Correspondingly,it is necessary to guide students to actively construct new knowledge experience according to the original knowledge experience.This paper applies the flipped classroom teaching approach to English grammar teaching,aiming to answer the following three questions:1.What are the effects of flipped classroom teaching approach on high-school student’s English grammar learning motivation?2.What are the effects of flipped classroom teaching approach on high-school student’s learning strategies in English grammar?3.What are the effects of flipped classroom teaching approach on high-school student’s English grammatical competence ?This paper selects two classes of senior one in a high school of Inner Mongolia Autonomous Region for 16 weeks of experiment.Besides,a total of 110 students from the experimental class and the control class have participated in the experiment,in which 56 students come from the experimental class.The teaching content is the PEP Edition Compulsory 1 and Compulsory 2 Grammar: Attributive Clause.Moreover,the teaching mode of flipped classroom is adopted in the grammar lesson of the experimental class.The research tools include questionnaire,pre-and post-test,and interview.At the same time,SPSS 26.0 is adopted for analysis.As shown by research,compared with students in the control class,those in the experimental class are more willing to participate in the classroom activities,and their motivation to learn English grammar has significantly improved.Apart from that,the ability of students using learning strategies to solve problems flexibly in the experimental class has been enhanced,and the learning efficiency of students has also been significantly increased.Lastly,students’ capacity to analyze sentences and use grammar knowledge has been improved.In short,the application of flipped classroom teaching approach in high-school English grammar teaching is effective and feasible.