A Study On The Effects Of Junior High School English Grammar Teaching Based On The Flipped Classroom Teaching Mode

Grammar plays a critical part in English learning.However,as the information technology develops,the traditional grammar teaching mode has been unable to meet the needs of students’ language development.As a new teaching mode,flipped classroom has attracted more and more attention from educators,because it overturned the traditional teaching sequence and highlighted the main status of students.This research attempts to explore the effect of applying the flipped classroom teaching mode in junior high school English grammar classes,so as to improve students’ grammar performance and enhance students’ attitudes toward English learning.Based on mastery learning theory,autonomous learning theory and constructivism,this research employs an experimental study to testify the effectiveness of flipped classroom teaching mode.To be more precise,this research aims to explore the effects of flipped classroom teaching mode on junior high school students’ English grammar achievements and English learning attitudes.The experiment which last for one semester was conducted in a junior high school in Lanzhou,and 90 students in grade 8 participated in the experiment.Among them,45 students were in the experimental class and 45 students were in the control class.In the control class,the conventional deductive method was applied to explain grammar rules,while in the experimental class,the flipped classroom teaching mode was adopted to teach grammar.That is,the traditional teaching process of teaching in class and practice after class was reversed.Before class,students should do self-study by watching teaching videos and filling in the guided-learning plan.If there are any difficulties,they can ask the teacher or other students for help in the QQ group.In class,the teacher would guide students to participate in discussions or other group activities to consolidate knowledge.Research instruments employed in this study are grammar tests and questionnaire about learning attitudes.Grammar tests including pretest and post-test are used to obtain students’ grammar scores.Questionnaires including pre and post learning attitudinal questionnaire are used to collect the data of English learning attitudes before and after the experiment.SPSS 20.0 is used for data analysis,and the results show that: after one semester’s experiment,the grammar achievements of the experimental class was significantly higher than that of the control class.It indicates that flipped classroom teaching mode can effectively improve junior high school students’ grammar achievements.In addition,through the analysis of the data from questionnaires,the results show that the attitudes toward English learning in the experimental class becomes more positive in course satisfaction,active learning and willingness to communicate,which indicates that flipped classroom teaching mode can positively affect junior high school students’ English learning attitudes.Finally,this thesis summarizes the major findings,pedagogical implications and limitations,and put forward some suggestions for future research.