Application Of Flipped Classroom In Biology Experiment Teaching In Junior Middle School

The Compulsory Education Biology Curriculum Standard pointed out that biology teaching is not only the process of teachers' explanation and demonstration,but also the interactive process of communication and mutual development between teachers and students.There are rich experimental contents in junior middle school biology textbooks,which aim to improve students' creativity and consolidate students' basic biological experiment skills.According to previous research,the flipped class plays a positive role in promoting the biological experiment teaching.However,the design of the flipping class mode for the specific problems in junior high biology experiment is still not sufficient,and studies on students' knowledge,ability,emotion and the evaluation of students' innovation ability is scarce.Based on the above problems,this study aims to understand the existing problems in current junior high school biology experiment teaching,to explore the design of the mode of the reverse classroom,and to evaluate the influence of the application of this model to the students' learning and innovation ability.The author used the opportunity of educational practice to firstly understand the problems of teachers and students in the teaching and learning of biological experiment in junior middle school,and the attitude of carrying out the classroom teaching in junior high school biology experiment through interviews.It is found that there are some problems in junior biology experiment,such as lack of teaching time,excessive teacher guidance and lack of initiative.But students' interest in biology experiments is high.Teachers and students support the use of flipped class for junior high school biology experiment teaching.Secondly,combining the flipped class and the junior high school biology experiment,the biological experiment in junior high school is classified and the contents of the junior high school biological flipping class teaching are screened out-biological observation and inquiry experiments in junior high school.Finally,according to the combination point of biology experiment and flipped class in junior middle school,a teaching mode of flipped class of biology experiment in junior middle school is established.The mode includes five parts:1.experiment before class,2.exercises before class,3.exercises in class,4.discussion in class,5.lessons in feedback.In the whole teaching link,I used the widely used QQ group to arrange and monitor online learning tasks.With the observation experiment "observing human blood permanent with microscope" and inquiry experiment "exploring the digestion of steamed bread in the mouth" as a practical case,this paper introduces the practical process of the teaching mode of the reverse class in the biological experiment of junior high school.In the teaching time of one semester,two classes' students of class 6 and 7 in the first grade of the first grade were selected for the study.For the experimental class(7 class),I implemented the flipped class teaching mode,and implemented the traditional mode teaching for the students in the control class(6 class).After a semester of teaching practice:(1)using the Junior High School Biology Experiment Learning Scale and Williams Creativity Tendency Scale respectively to test the experimental class and the control class students' experimental study and creative ability respectively.(2)understanding the changes of students' experimental results.(3)making use of the outline of the effect interview applied to the experimental teaching of biological experiment in junior middle school,and to understand the evaluation of the experimental teaching of junior high school students in junior high school.The results show that the students' knowledge,ability and emotional attitude values in the experimental class have been significantly improved(P<0.05).Most of the students think that the flipped class discussion has a positive impact on the improvement of the learning situation.In terms of innovation ability development,the innovative ability of the experimental class is significantly higher than that of the control class(P<0.05).In particular,on the two projects of curiosity and challenge(the two items in Williams's creativity tendency scale),the effect is significant(P<0.05).The teaching mode of junior high school biology turnover is helpful to the cultivation of students' creative role in biological experiment.In terms of the junior high school biology flipped classroom teaching mode:teachers and students on junior high school biology experiment flip classroom teaching mode implementation effect is very recognized.The results of the study are analyzed.The conclusion is as follows:1.The biology flip class teaching mode in junior high school is very effective before class activities,improving the learning effect of students.2.The classroom discussion of biology flip classroom teaching mode in junior middle school promotes student interaction and students' learning effect is good.3.Junior high school biology flipped classroom teaching mode guide students to make experimental plans independently before class,and improve students' innovative ability.Based on the above findings,we can apply flipped class teaching mode to experimental teaching of observation class and inquiry class through practical research.This research innovatively built the teaching mode of flipped classroom of biology experiment in junior middle school,and improved the quality of biology experiment teaching in junior middle school.Junior middle school biology observation and inquiry experiment practice cases provide a reference process for other junior middle school frontline teachers to learn from and practice this teaching mode.Although teaching time is limited,flipped classroom has a positive impact on biological experiment teaching,student learning and innovative ability.