A Study On The Application Of The Flipped Classroom In Junior English Grammar Teaching

English grammar is a significant section of English teaching.However,at actual teaching process,the limited teaching time and heavy teaching tasks make English teaching present a kind of Duck-Stuffing teaching method,so it is necessary to find an effective classroom teaching model.In recent years,the combination of the information technology and education has become an irresistable trend,and the flipped classroom has received increased attention.The flipped classroom inverts traditional teaching model and adopts the notion that knowledge is imparted before class and knowledge internalization happens in class.To examine the effects of the flipped classroom on junior grammar teaching,the researcher selects two parallel classes,as the controlled group(46 students)and the experimental group(45 students)to perform the experiment.This experiment focuses on the application of the flipped classroom,with questionnaires,interview,classroom observation,test paper,to explore the following questions.1.What effects does the flipped classroom have on the learning interest of students compared with the traditional class?2.What effects does the flipped classroom have on the academic performance of students compared with the traditional class?3.What are the problems in the process of performing the flipped classroom?The one-semester teaching practice and tests show that:1.Students act as the center of learning in the flipped classroom.Students' difference and personality development are underlined.Besides,students learn English grammar at a cooperative and relaxed atmosphere through pre-class transfer of knowledge and the internalization process of knowledge at class.From the interview and questionnaires,it shows that the flipped classroom has significant function for improving students' learning interest compared with the traditional classroom.2.The students' academic performance is inconspicuous in a short period of the experiment.However,students' academic performance has significant improvement after one-semester's application of the flipped classroom model according to the pre-test and post-test.3.The author finds that the pre-class supervision is not enough for students.However,compared with the traditional classroom teaching,more and more students engage in the learning activities.They do relevant exercises,conclude the grammar points and present their achievements at the classroom.But the opportunity of speaking at the classroom focuses on a small group of outstanding students,and students with poor academic performance rarely participate in classroom activities.