The Research On The Application Of Flipped Classroom In Junior High School Biology Experiment Teaching

In the 21 st Century, the rapid development of information technology and the Internet, promotes the development of all fields of social life. Especially after putting forward the concept of “Internet plus”, it is filled with a high tide of the depth integration in information technology and social sectors. Information technology, on one hand it promotes the progress of social and economic, on the other hand, it puts forward a higher requirements for the new era people. Education, as a field to cultivate talents, is also facing new challenges. Today’s education, only through the in-depth integration with information technology and making profound changes can it meets the need of training talents of innovative and exploratory in the new era. During the course reform, a number of new educational ideas and educational policy appeared. The majority of these educational reform use constructivist learning theory as a guide, emphasizing to make students as the main body and teachers as the leading factor during the teaching process to take the initiative Construction of knowledge. Flipped classroom is a teaching mode with the guidance of the constructivist learning theory, which using the Internet and information technology to make students acquire knowledge before the class and to make students complete the internalization of knowledge through exploration and discussion in the class. This teaching mode can improve the teaching efficiency and quality. Therefore, if it can be widely applied to the actual teaching, it will bring profound changes to education.The main purpose of this study is to design a biology experiment teaching model based on the flipped classroom, which is combined with the characteristics of the biology experiment teaching and the advantage of the flipped classroom teaching mode. In order to achieve the results of the combination of theory and practice, the author use “exercise to use a microscope” and “the change the bread in the mouth” as cases of the confirmatory experiments and the exploring experiments to make teaching design. On one hand, it breaks the blank of the domestic study of flipped classroom teaching in junior high school biology experiment teaching, on the other hand, it also provides some useful help and guidance to the junior high school biology teachers. This research can not only bring the biology experiment teaching more vigor and vitality and enhance the classroom interaction but also stimulate students’ interest to study the biology. In addition, it makes biology experiment class take care to the students with learning difficulties and achieves individualized instruction. Last but not the least, it can improve students’ abilities and cultivate talents of inquiry for our country. Compared with other researches about flipped classroom application, the innovation of this research mainly include two aspects: On one hand, instructional videos used in this study adds interactive virtual experiment than the average micro-lesson video, it is an interactive micro-lesson. This virtual simulation of biological experiments allows students to practice operating procedures and norms of the experiment before class. In this way, we can save the time of the experiment classroom, get the feedback of students’ experiment operation in time, and to solve the problems caused by the geographical environment and seasonal climate. On the other hand, this study particular emphasis the research about the evaluation of biological experiment teaching effect. The author tries to make the evaluation run through the whole course of the experiment. In order to make the evaluation scientific, objective and accurate, this study uses a variety of ways, from various angles to evaluate student learning.The mainly methods used in this study are literature review, questionnaire and case analysis. First the author review books, journals, and search relevant papers in CNKI, Wan fang database, to find literature on flipped classroom teaching mode and the applications of flipped classroom in junior high school biology experiment teaching. By defragmenting and depth analysis literatures, the research status and theoretical basis of the application of the flipped classroom in biology experiment become clear. It does the groundwork to propose the suitable flipped classroom teaching mode in junior high school biology experiment teaching. Then through the design and preparation of questionnaires for junior high school biology teacher and student, the author understands the status of biology experiment teaching and the ongoing problems flipped classroom teaching activities exist. Through sorting and analyzing the questionnaire data, it is found that there are some problems in the biology experiment teaching in junior high school and puts forward the teaching model of junior high school biology experiment based on flipped classroom. Finally, the author respectively provides specific examples for verification experiments and exploratory experiments and verifies the applicability of flipped classroom teaching mode in junior high school biology experiment teaching. In addition, the author analyses differences between the two experiment teachings, and provides some help for the teachers.Through this study, we found that the main problems existing in the biology experiment teaching: biology experiment teaching is unappreciated, shortage of laboratory equipment, experiment teaching methods obsolete, lack of evaluation of students and other issues. To solve these problems, the author designed a teaching model of junior high school biology experiment based on flipped classroom. This teaching model is similar with the general flipped classroom teaching mode that contents pre-class and in-class section, except that the preparation of pre-class teaching resources and evaluation are extracted to be focus designed separately. The main reason to do this is that the resources used in biology experiment teaching need more content like virtual experiment than the usual flipped classroom resources. In addition, the junior high school biology experiment teaching model based on flipped classroom is more emphasis on the evaluation of students, so the two parts are separately extracted to design. Furthermore, the author divides biology experiments into two categories: validation experiment and exploratory experiments. By analyzing the characteristics, requirements and differences of these two experiments, the author selects the specific experiment content to make teaching design, which makes the research combine theory and practice, and have a practical guiding significance.