The Application Of Flipped Classroom Based On Network Resource Platform To English Grammar Teaching In Junior Middle School

With the development of information technology,it integrates more modern elements into the work for education,and provides more abundant educational resources for the teaching activities of all kinds of colleges and universities.At the same time,English teaching should keep pace with the Times,actively adapt to the needs of reform for modern educational system and constantly explore and study the mode of education,teaching methods and so on.The English Curriculum Standard of Compulsory Education,which was issued by the Ministry of Education in 2011,puts forward new requirements for the English teaching of the junior middle school in China.With regard to grammar teaching,the new English Curriculum Standard demands that students should learn how to use grammar in certain context.In other words,the emphasis of English grammar teaching in the junior middle school has been changed from focusing on learning English grammar knowledge to focusing on the use of English grammar knowledge.Therefore,junior middle school English teachers need to transform their ideas promptly and discard traditional teaching-thinking.At the same time,English grammar teaching should focus on cultivating students’ ability to communicate with others in English.Flipped classroom originated in the United States;it is a new education model,which changes the previous "teach first,study second" teaching methods.It emphasizes cultivating the students’ initiative,and realizes the transition of teaching mode from the teacher-centered to the student-centered,which helps stimulate students’ learning interest and motivation.Currently,the teaching mode of flipped classroom has had some successful practice in China,and the "Chinese-style" flipped classroom teaching mode is forming.In this study,flipped classroom of grammar teaching is mainly composed of two parts: before the class and in class.Before the class,students learn on their own according to the "learning task list" their teacher provided.When students come across difficulties when working on the "learning task list",they can turn to videos on the "Thai Micro lesson" Network Resources Platform to overcome their difficulties.The videos can be suspended and repeated,helping the students to study.Students can also interact with other students or teachers by class QQ group to solve their problem.In this way,students can learn effectively and independently based on their individual needs,which will provide an important guarantee for students to further consolidate,digest and absorb the knowledge in class.In addition,the teacher’s primary responsibility is no longer imparting knowledge,but guiding the students to participate in activities that can internalize knowledge and improve language application ability.The teacher should enable every student to participate in learning in class and become the true "master".The present study,taking Jingjiang Experimental School as a case study and 105 students in two classes of Grade Eight taught by the author as the research target,carried out flipped classroom grammar teaching in the experimental class and traditional grammar teaching in the other class.The experimental period is one semester.This study investigates the effect of implementing flipped classroom on junior middle school English grammar teaching mainly through doing experiments,analyzing test scores and questionnaires,as well as getting feedback from interviews with students.Before and after the implementation,the author explored whether the grammar teaching of flipped classroom could improve students’ English performance and language application ability by studying the test scores through the implementation of the flipped classroom.In addition,the author applied questionnaires to investigate the change of the students’ interest and attitude in learning grammar.Finally,the author interviewed some students after each flipped classroom to collect students’ feedback after implementing the flipped classroom so as to provide some reference for the teaching design of the next class.After a semester of the implementation of flipped classroom,the main findings of this study are as follows:(1)The grammar teaching of flipped classroom has improved students’ learning effects,which can be seen from the three aspects: a significant improvement in the student’s learning performance;the students’ improved ability of language application ability;as well as the students’ improved self-learning and collaborative learning.(2)The grammar teaching of flipped classroom has improved the students’ interest in grammar learning and has changed their attitude to learning grammar positively.The results of this study has the reference value for improving the effect of English grammar teaching in the junior middle school.English teachers in the junior middle school can use flipped classroom to increase students’ interest,promote positive attitude toward learning grammar and stimulate their passion for learning,thus improving the effect of English grammar learning and students’ language application ability.