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

With the development of economy and the arrival of network era in our country,domestic English teaching has been reformed to meet the needs of times.As one of the most fundamental factors,grammar has always got wide attention in English language learning.As curriculum reform is deepened,a lot of problems in senior high school grammar learning and teaching are getting exposure.For example,many students tend to mechanically memorize grammar knowledge without the ability of applying grammar to specific contexts.In addition,the grammar teaching method adopted by teachers is simple and stereotypical,which stifles students' interest in grammar learning.The traditional grammar teaching is in urgent need of improvement.In recent years,flipped classroom which reserves the sequence of traditional classes emerged abroad and was introduced into our country.In addition,the rapid development of network education platforms in our country provides abundant learning resources for students and teachers.It is a valuable issue to explore whether this new teaching model of micro-video-based flipped classroom can exert some positive influence on senior high school English grammar teaching.Based on constructivism learning theory,mastery learning theory and “micro learning”theory emerging in the new media environment,this research applies a combination of flipped classroom and micro-videos to senior high school English grammar teaching.Qualitative research and quantitative research are used to answer the following three questions:(1)what effects does the micro-video-based flipped classroom have on senior high school students' English grammar achievements?(2)what changes have taken place in terms of students' enthusiasm,initiative about English grammar learning?(3)What is students' feedback on the micro-video-based flipped classroom?An experimental teaching starts after an analysis of the relevant theories researches and practical application about flipped classroom and micro-video.Research participants are the students of two classes taught by the author.The experimental class is taught in flipped classroom model while the control class receives the traditional teaching.And during this research process,several types of research instruments are adopted,namely tests,questionnaires,interviews and teaching journals.SPSS.20 is used to analyze the relevant data.Some conclusions are drawn after the analysis of the results of two grammar quizzes,two comprehensive tests,two questionnaires and three interviews.As results of research show that the micro-video-based flipped classroom grammar teaching is popular with most students.This new teaching model can obviously improve students' grammar achievements.It promotes students' application of grammar in language skills.Therefore,students progress to get their comprehensive language ability greatly developed,including listening,speaking,reading and writing.Besides,various activities,selfexploration plus cooperative learning during class and the autonomous learning before class greatly meet students' individual needs and solve problems and difficulties encountered during grammar learning so that students' attitude gets changed,as well as their interest and confidence in grammar learning are improved.Furthermore,students' cooperative plus autonomous learning ability and competition awareness obtain great development.In the end,some advice and references for the application and a further study of flipped classroom are discussed.