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

Grammar is an integral part of English language teaching and is one of the necessary knowledge and skills for learning English.Although students already have a certain level of grammar at the senior secondary level,there are gaps in the grammatical knowledge system and the difficulty of learning in senior secondary school has increased,making it a very important task to understand and use English grammar more accurately.With the continuous development of information technology,English teaching has taken on a more open form,especially with the introduction of the flipped classroom model,which has greatly improved the traditional teaching model.By adopting different measures,students are motivated to be willing to invest more time and effort in learning grammar knowledge,thus achieving high efficiency.This thesis therefore explores the use of the flipped classroom model in high school English grammar teaching,with the aim of addressing the challenges that exist in practical teaching.Based on independent learning theory and cooperative learning theory,this thesis explores the feasibility of applying the flipped classroom to the teaching of English grammar in senior secondary schools.The study aims to address the following three questions: Firstly,can the flipped classroom improve students’ English grammar performance? Secondly,can flipped classroom enhance students’ interest in learning?Third,what are the problems and solutions in the application of flipped classroom in English grammar?This thesis takes the second year high school classes three and five of The Second Middle School in Hami,Xinjiang as samples,where class three applied the flipped classroom teaching mode as the experimental group and class five used the traditional teaching mode as the control group,with a teaching experiment period of 16 weeks.Questionnaires and interviews were used to analyse in depth the effect of the flipped classroom applied to the teaching of English grammar in high school.The results and questionnaires showed that the flipped classroom significantly improved the English grammar performance of students in the experimental group.The results of the interviews show that the flipped classroom model has many advantages when applied to high school English grammar teaching,but there are also some areas for improvement.Finally,based on the analysis in the previous thesis,we suggest corresponding countermeasures from both students’ and teachers’ perspectives to help solve the problems of flipped classroom in English grammar application.This thesis will help to enrich the system of flipped classroom in English teaching,improve the quality and efficiency of English grammar teaching in high school,and provide more concrete references for flipped classroom in high school English teaching,in the hope of making positive contribution to improving the current situation of English grammar teaching.