Research On The Application Strategy Of Flipping Classroom In High School Life Science Teaching

Flipped classroom teaching mode is different from the traditional teaching way.It is a kind of teaching mode that allows students to learn independently through watching micro lessons before class,and then guided by their teachers through the classroom.There are differences in the nature of different disciplines,and thus flipped classroom teaching mode is not the same.The study of high school life sciences not only requires a great deal of memory and understanding,but more importantly,it uses knowledge to analyze problems and solve practical problems.This article has used the literature research method,experimental research method,survey research method,experience summary method and evaluation method and other research methods.Firstly,the author made micro-classes by reading literature and materials related to flipped classrooms,micro-class production,and instructional design,and based on the cognitive level of high school students and the characteristics of high school life sciences,proposed a flipped classroom teaching strategy suitable for high school life sciences.That is,different flipped classroom teaching could be implemented in different classes such as new lessons,exercises,history of life sciences,and experimental classes.Based on the first year of the Shangde Experimental School in Shanghai(160people,the number of men and women are basically the same,and the age is 16 years old),a plan of flipped classroom teaching has been implemented for six months.The reliability of teaching plan is tested by the results of the final exam and the questionnaire.The results were evaluated according to the evaluation index system.The results of research show that the experimental class under the flip classroom teaching mode has significant differences in scores compared with the unexecuted control class,and the average score increases by about 5 points;about87% of the students in the experimental class have higher obvious interest in life sciences.;flipped classroom teaching mode could meet the individual different requirement of students in study;about 78% of students had responded the number of times of sleeping in class reduced,thus flipped classroom teachingmode greatly improve students' ability to explore independently,and strengthening students' communication and cooperation skills.As well as the ability to use information technology has been improved;evaluation statistics of student learning found that in the pre-learning,in-class internalization and after-school consolidation indicators,the students' overall assessment is moderate or superior.Based on my study,the teaching strategies proposed in this paper for high school life science flipping classrooms are important for effective improvement of student achievement,training of students' autonomous learning ability,and exploration of cooperation ability,and can be helpful for researchers,front-line teachers,and related personnel.