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【Abstract】This paper analyzed how flipped classroom facilitated grammar teaching for English majors by indicating the principle status of students in class， shaping good classroom atmosphere of grammar learning and expanding English grammar teaching. Meanwhile， it raised strategies of flipped classroom applied in English majors’ grammar teaching such as preparations before class and abundant teaching methods.
【Key words】flipped classroom； English majors； grammar teaching； facilitation
The flipped classroom in various meanings are summarized into two main views： the first one considers the flipped classroom as an online course that online video courses and videos respectively replace teachers and direct instruction in the classroom； the second one regards that the flipped classroom “overturns” the order of traditional classroom and greatly changes the teaching mode， but teachers are still the teachers and the teaching elements will not change due to the integration of modern information technology. Although the flipped classroom has many descriptions in definition， its essence is exclusive. Different from traditional classroom， the flipped classroom explains new knowledge in the self-study of students while puts the absorption and internalization in class instead of after class.
1. Necessity and significance of using flipped classroom to teach English majors’ grammar
The application of flipped classroom in English majors’ grammar teaching could display the dominant role of students in class， create excellent atmosphere of grammar courses and expand English grammar teaching， further impacting the professional grammar study of students positively.
The teaching model of flipped classroom could cover each student with different learning ability. On the back of self learning capacity， the student could play the video slowly or repeatedly for a better comprehension of professional English knowledge. As a result， positive impacts would be made in the development of students’ comprehensive capacity.
2. Complete preparations before class
Before class， formulate the study list of English grammar and help students to know the content， targets， methods， teaching videos， study resources and examination of grammar self-study； research how teachers make English teaching videos and explain key vocabularies， sentence patterns and grammar of English in a limited time； design English grammar exercises before class and let students complete the specific exercises so as to enhance the studied content and find out difficulties after they watch the video. 3. Enrich classroom teaching methods
Create an environment for cooperation and interaction. In the activity design of flipped classroom， cooperative learning could shape a good classroom teaching atmosphere， amid which students could have fun in the study of professional grammar knowledge. As a result， students could realize the value of cooperation， as well as laying a good foundation for practical work in future. After students finish their group discussion， teachers could organize student to analyze the answers together. Hence， students would exchange their different ideas， forming a favorable classroom atmosphere.
Communicate the achievements and deliver the feedbacks. After the active study of students， teachers could assess the conduct situation of classroom teaching and help students to review the knowledge. They could publicize the answers of close test and organize students to analyze the reasons. In addition， they could learn to analogize， further improving the education quality of English grammar.
4. Conclusion
The flipped classroom could manifest the dominant role of students in classroom， as well as shaping good classroom atmosphere of grammar study and extending the content of English grammar teaching. In the grammar teaching activities of English majors， the effective integration between grammar teaching activities of English majors and teaching model of flipped classroom could play a positive role in cultivating the comprehensive learning abilities of student in English.
References：
[1]Ash，K.2012.Educators view “flipped” model with a more critical eye.Education Week 32（2）：6-7.
[2]Fulton，K.2012.The flipped classroom：transforming education at Byron High School.The Journal，39（3）：18-20.
[3]程云艳.直面挑战“翻转”自我——新教育范式下大学外语教师的机遇与挑战[J].外语电化教学，2014，3（23）：44-47，74.
[4]朱民杰.传统课堂的救星——“翻转课堂”视角下应用型高校中英专课堂的创新实践[J].中国校外教育，2015，3（16）：103-106.
【Key words】flipped classroom； English majors； grammar teaching； facilitation
The flipped classroom in various meanings are summarized into two main views： the first one considers the flipped classroom as an online course that online video courses and videos respectively replace teachers and direct instruction in the classroom； the second one regards that the flipped classroom “overturns” the order of traditional classroom and greatly changes the teaching mode， but teachers are still the teachers and the teaching elements will not change due to the integration of modern information technology. Although the flipped classroom has many descriptions in definition， its essence is exclusive. Different from traditional classroom， the flipped classroom explains new knowledge in the self-study of students while puts the absorption and internalization in class instead of after class.
1. Necessity and significance of using flipped classroom to teach English majors’ grammar
The application of flipped classroom in English majors’ grammar teaching could display the dominant role of students in class， create excellent atmosphere of grammar courses and expand English grammar teaching， further impacting the professional grammar study of students positively.
The teaching model of flipped classroom could cover each student with different learning ability. On the back of self learning capacity， the student could play the video slowly or repeatedly for a better comprehension of professional English knowledge. As a result， positive impacts would be made in the development of students’ comprehensive capacity.
2. Complete preparations before class
Before class， formulate the study list of English grammar and help students to know the content， targets， methods， teaching videos， study resources and examination of grammar self-study； research how teachers make English teaching videos and explain key vocabularies， sentence patterns and grammar of English in a limited time； design English grammar exercises before class and let students complete the specific exercises so as to enhance the studied content and find out difficulties after they watch the video. 3. Enrich classroom teaching methods
Create an environment for cooperation and interaction. In the activity design of flipped classroom， cooperative learning could shape a good classroom teaching atmosphere， amid which students could have fun in the study of professional grammar knowledge. As a result， students could realize the value of cooperation， as well as laying a good foundation for practical work in future. After students finish their group discussion， teachers could organize student to analyze the answers together. Hence， students would exchange their different ideas， forming a favorable classroom atmosphere.
Communicate the achievements and deliver the feedbacks. After the active study of students， teachers could assess the conduct situation of classroom teaching and help students to review the knowledge. They could publicize the answers of close test and organize students to analyze the reasons. In addition， they could learn to analogize， further improving the education quality of English grammar.
4. Conclusion
The flipped classroom could manifest the dominant role of students in classroom， as well as shaping good classroom atmosphere of grammar study and extending the content of English grammar teaching. In the grammar teaching activities of English majors， the effective integration between grammar teaching activities of English majors and teaching model of flipped classroom could play a positive role in cultivating the comprehensive learning abilities of student in English.
References：
[1]Ash，K.2012.Educators view “flipped” model with a more critical eye.Education Week 32（2）：6-7.
[2]Fulton，K.2012.The flipped classroom：transforming education at Byron High School.The Journal，39（3）：18-20.
[3]程云艳.直面挑战“翻转”自我——新教育范式下大学外语教师的机遇与挑战[J].外语电化教学，2014，3（23）：44-47，74.
[4]朱民杰.传统课堂的救星——“翻转课堂”视角下应用型高校中英专课堂的创新实践[J].中国校外教育，2015，3（16）：103-106.