Research On The Teaching Practice Of High School Biology Core Literacy Under The Flipped Classroom

With the rapid development of science and technology,and the continuous progress of society,it requires personnel with higher quality.So this study will combine flipped classroom with biological core literacy to explore the effective way to cultivate biological core literacy of students.At first,the author interpreted the relevant literatures through the literature research and induction method at home and abroad deeply,then gave the definition of flipped classroom,defined the connotation of biological core literacy.After studying the relevant theory,the author used the combination way of solving problem and exploring activity as well as the sdvantages of flipped classroom to divide it into preparation before class,the classroom teaching and the post-class qiuz the three parts.So as to integrate the cultivation of biological core literacy into high school.Secondly,the author chose two high school sophomore classes as the object of this experiment,which was taught in flipped classroom mode And the control classes was given the normal teaching.The purpose of the experiment is to analyze whether the teaching mode of flipped classroom is beneficial to improving biological core literacy of the students.Before the experiment,the author selected the first monthly test results as the pre-test results,and selected the second monthly test results after the compulsory three courses as a post-test results.After the completion of the experimental course,the author sent the questionnaires to the experimental class,and investigated the students' opinions on the teaching mode and the teaching effect by questionnaire method.In the period of the first monthly test and the second monthly test,the experimental class had been used flipped classroom teaching mode,in some post-class tests,arranged some open group exploratory tasks,and put the students' completeness of the tasks and the completion method as a supporting data of the experimental conclusion.What's more,the author analyzed the two test results between experimental classes and control classes,the results of the questionnaires and the students' completion response of the open team exploratory task deeply.It is found that the teaching method of flipped classroom is helpful to improve the students ' ability of autonomous learning and cultivate students' thinking ability.At the same time,the problem-oriented classroom links are helpful for students to master learning methods,consolidate new knowledge.In addition the open group exploratory task is beneficial to cultivating students' practical ability and thinking,innovation ability.In addition to these advantages,this teaching mode also has some shortcomings.For example,although some students prefer to the atmosphere of active teaching mode-flipped classroom,they also think it will waste their time in the meantime.What is more,some students can't watch the study video due to their personal reasons before class and result in the class learning effect is not ideal and so on.Finally,the author introspected the problems during the experiment such as the lack of experience and experimental samples as well as the short research period,and made some suggestions.