The Application Of Team-based Flipped Learning(TBFL) In Teaching English Grammar In Junior High Schools

With the continuous promotion of the new curriculum reform,the responsibility of English teachers in junior high schools is not simply to impart some basic English knowledge to students,but also to cultivate their learning ability as well as their comprehensive quality.As an important part of English teaching,English grammar teaching should also focus on cultivating students’ ability of utilizing knowledge of grammar in practice.Flipped classroom model is one of the most popular new teaching models in recent years.It is different from the traditional teaching methods in which puts the explanation of knowledge before class,mainly discusses some problems students met before class,and give students more opportunities to utilize knowledge in class,which is in line with the overall objective of the New English Curriculum Standard.Since flipped classroom model came into our sight,many scholars and teachers at home and abroad have applied it in different disciplines and speak highly of this new model.However,the author has not found much empirical research on its application in English grammar teaching in junior high schools at home and there are still some problems in this model,for example,some students’ ability of autonomous learning before class is poor and their enthusiasm of taking part in class activities is not high.Therefore,the author tries to combine the flipped classroom model with the team-based learning strategy which is helpful to promote the small group learning,and then applies it in English grammar teaching in junior high schools,hoping to improve or solve such problems.Moreover,the author investigates its effectiveness,attitudes and perceptions of participants in practice,hoping to enrich research on this field.There are three research questions:(1)To what extent could the application of team-based flipped learning(TBFL)improve the English grammar performance of students in the experimental class?Does it affect students with different proficiency levels?(2)In what ways are the EC students’ grammar learning affected by TBFL?(3)What do participants think of the application of TBFL in their English grammar classroom?This experiment adopts quantitative and qualitative research to answer these three questions,including pre-test and post-test of grammar knowledge,questionnaire survey of students and interview of participants.To sum up,most participants hold positive attitudes towards team-based flipped learning,and through applying this model in teaching English grammar,students’ academic performance has been improved,especially for high-achievers and average-achievers.Besides,the ability of students’ autonomous learning,communication,and collaboration,and learning confidence have been promoted.Finally,it also has positive effects on many aspects compared with the traditional methods of teaching.For example,it helps students learn English grammar more flexibly;it enables students to have more opportunities to use English grammar in practice;it improves their learning efficiency,etc.Based on the findings,the author suggests that teachers should improve themselves continuously to keep up with the pace of information technology,pay attention to teamwork’s function in teaching,and attach importance to the connection between school and family.