The Study Of Stratified Teaching In Senior High School Biology Based On Flipped Classroom

Under the background of new curriculum reform of education,high school biology teaching using the mode of the combination of "Flip Class" and "Stratified Teaching" is an effective teaching strategy.This study collects the relevant information of Flip Class and Stratified Teaching from domestic and foreign counterparts,expounds the research status at home and abroad,and to redefine the concept.Based on self-organizing learning theory,constructivism learning theory,zone of proximal development theory and humanistic learning theory,etc.,this paper studies the implementation of teaching contents by means of literature analysis,case study,questionnaire design,Simultaneously,this research also focus on the analysis of the practice of high school biology stratification teaching and practice cases combined with my teaching experience and teaching cases.The combination of Flip class and stratification teaching process involves three stages of pre-class,in class and post-class.The implementation steps of the Flip class in high school biology class includes pre-class information development,flexible teaching during class and post-class training evaluation.Reasonable layered teaching design should be done separately in the pre-class,class and post-class three stages.The results of case analysis illustrate that the implementation steps are consistent with reasonable hierarchical learning and complement each other.This study also used practice case to verify the practice effect of layering teaching in high school biology by flip class method.There are includes analyzing the teaching contents: the knowledge map was drawn by using the “mind map software”,so that the student can comprehensively understand the teaching content,so as to firmly grasp the important knowledge;the development of teaching resources: through the design of pre-class self-study task list,student can self-assessment based on learning tasks and problem design to know how much you learned;Organization teaching experiment:using the Excel and SPSS statistical software to analysis the results before the after experiment.The results from the “before experiment” show that the academic performance of the two classes(one of them is test subject)is similar.However,theresults from “after experiment” suggest that the academic performance of test subject class has a significant promotion under the treatment of flip class method with layering teaching.There were significant differences in the academic performance of the two groups.The test results of the experimental class(test subject)were significantly better than one without treatment;Implement teaching experiment: Taking "the main source of ATP-cell respiration" as an example,shows the flip the classroom teaching of high school stratification under specific practice teaching process;Teaching implementation effect: The results show that this teaching model can be better applied in teaching practice;Finally we distributed the questionnaire to high level student.The questionnaire results provided valuable advice on the implementation of this teaching model.Therefore,this article points out that it is completely scientific and resonable to apply the teaching mode combined with "Flip Class" and "Stratified Teaching" mode in high school biology teaching.This paper also points out that the effective stratification of students at different levels in the process of implementation not only embodies the individualized educational methods,but also gives the valuable experience of teaching in the future.It is hoped that the study of biology stratification teaching in high school can improve the students’ interest and efficiency,and provide reference cases and theoretical guidance for other teachers in teaching field.