Application Of A Flipped Classroom Model To Senior High-school English Grammar Teaching

Grammar,which plays a vital role in English learning,is the basis of connecting listening,speaking,reading and writing.However,the existing survey has found that the current effect of grammar teaching is far from satisfactory and the main problem is that a large number of students learn grammar just for exams without much interest and they rarely learn grammar collaboratively and autonomously.Therefore,the present English grammar teaching needs to be improved.With the rise of flipped classroom,some scholars think that this new teaching mode is conducive to English grammar teaching and is a subject worthy of study.This paper attempts to discuss its application to high-school English grammar teaching.The research questions are as follows:1)What effect does the flipped classroom model have on senior high school students' English grammar competence?2)What are the effects of grammar teaching in the flipped model on senior high-school students' autonomy and collaboration?3)What effect does grammar teaching in the flipped classroom model have on senior high-school students' learning status?To answer these questions,under the model of flipped classroom,based on constructivism,autonomous learning theory,and collaborative learning theory,the students of two classes in Danzhou High School in the first grade and “Grammar”sections in the textbooks by PEP are chosen as the research subjects and teaching materials respectively.A feasible high-school grammar teaching model of flipped classroom which elaborates the teaching method,teaching steps in three stages(pre-class,in-class and after-class)and the case application is designed.And an in-depth research is conducted through classroom teaching,two tests,questionnaire surveys and an interview to explore the influence of the flipped classroom on students' English grammar,state in learning English,self-study ability and collaborative communication ability.This thesis consists of five chapters:Chapter 1 is the introduction of the thesis,covering the research background,the significance and the structure of the research.Chapter 2 gives a relevant literature review about the previous studies at home and abroad concerning the fundamental concepts and the theoretical basis of the flipped classroom,grammar teaching in the senior high school,as well as grammar teaching in the flipped classroom.Chapter 3 involves application of the grammar teaching model of flipped classroom to practical teaching,including teaching objectives and steps,and empirical cases.Chapter 4 centers on the results of the study and discussions,and gives accounts of the results,students' attitudes towards the model,based on the data collected from the tests,questionnaires and interviews.Chapter 5 gives a brief summary of the study after drawing the conclusion by illustrating the important findings in the study and pedagogical suggestions on senior high-school grammar teaching in the flipped classroom as well as the limitations of the study and implications for future research.There are several findings by means of data analysis: first,the flipped classroom teaching mode can effectively improve the level of the students' English grammar.Second,it also can enhance their interest in learning grammar,stimulate their self-confidence and cultivate their sense of cooperation.In the flipped classroom,the teacher,as the instructor,provides the students with learning resources and full opportunities to learn autonomously,which reflects the principal status of students in the teaching.In conclusion,the flipped classroom has achieved some success since its implementation in the high-school English,but there are still some difficulties and problems in its application which waits for further research.The researcher expects more explorations and discussions in the future to provide reference for the development of English teaching in high schools.