Exploration On Practice Of Biology Teaching Based On The Flipped Classroom In Junior Middle School

Biology is an important subject in the field of science learning in junior middle school.The new curriculum standard emphasizes that students should be the main body of biology teaching.Focus on cultivating students' ability of autonomic learning,analyze and problem solving,experiment exploring.Encourage students to develop the habit of rational thinking and positive scientific attitude.The flipped classroom is the product of teaching reform and informatization process,a new teaching mode of "teaching after learning".Its teaching process is divided into three parts: self-study before class,internalization in class and evaluation after class.The flipped classroom sets teacher as the leading and student as the main body,changes the way of teaching knowledge,advocates autonomic learning,cooperative learning and inquiry learning,strengthens the interaction between teachers and students and cultivates students' comprehensive ability and scientific literacy.The paper reviews and analyzes literature,combs the research status of flipped classroom,and finalizes the research ideas and theoretical support.First,using questionnaire and interview to investigate the present situation of biology teaching in junior middle school.After sorting out and analyzing the survey data founding that the traditional classroom teaching still sets imparting knowledge as the main purpose and teachers ignore the cultivation of students' comprehensive ability,which makes students become less interested and the teaching get less efficient.On this basis,the study combines the cognitive and constructivism learning theory,mastery learning theory as well as the meaning and characteristics of flipped classroom,analyzes the feasibility of the flipped classroom application in junior high school biology teaching from the aspects of teaching resources,teachers and students ability and the nature of curriculum.Second,the design and practice of flipped classroom in junior high school biology classroom teaching.Taking two classes of grade one in a middle school of Shihezi as the studied subject,cooperation with the teacher,selecting the teaching content,analyzing teaching materials,teaching objectives and learning situation,designing and making the micro lesson video,learning task list,test questions and classroom teaching links to establish a complete teaching process.Then carry out the plan in selected classes,with the methods of observation,interview and questionnaire combining with video and operation analysis collecting data.Finally,through the results to know the teachers' and student's experience and attitude to the flipped classroom,and comparatively analyzes the advantages of the flipped classroom contrast with the traditional classroom from the aspects of teaching process,teaching and learning activities and students' learning effects.Finally,through the full text of the paper summarized the research results obtain.From the results of comparative analysis,it is found that the flipped classroom is better than the traditional one in improving the students' autonomous learning ability,strengthening the interaction between teachers and students,realizing the individualized teaching and teaching philosophy.However,the flipped classroom has some limitations due to the high demand for teachers' and student's ability and the teaching environment.Combined with the problems in teaching design and practice to put forward the implementing suggestions from preparation before class,implementation of the class,after class evaluation three aspects of the flipped classroom,hoping that this paper can provide some reference experience for the teachers to carry out teaching activities.