Practice Research On Blended Learning Based On Cultivating The Innovation Ability Of Junior Middle School Students

Under the background of informatization,what the traditional teaching mode commonly used in middle schools of China is centered on teachers,and it is not uncommon to ignore the status of students,which kills the creative development of students.As a new teaching mode that combines the advantages of traditional teaching and the advantages of network teaching,the blended learning mode emphasizes and reflects the subjectivity,enthusiasm,initiative and creativity of students while giving full play to the role of teacher monitoring,leading and inspiring.Therefore,in order to explore whether theblended learning has a positive impact on the development of junior high school students' innovative ability,this study takes "the biological blended learning of junior high school cultivate students' innovative ability" as the core issue.Through the questionnaire survey,the status quo of the innovation ability of the junior high school first grader in Guangzhou is mainly based on the innovative thinking ability and innovative personality.The results showed that the innovative thinking ability and innovative personality of junior high school students in Guangzhou were generally at a weeker level,pending further improvement.At the same time,a questionnaire survey were also conducted on the first-line teachers of junior high school in Guangzhou in this study,aiming to understand the situation of biology teaching in junior high school in Guangzhou and the conditions for applying blended learning,in order to design suitableblended learning activities for junior high school biology teaching problems and provide a reference for the promotion of blended learning in the future.Taking the students in grade one of junior high school as the experimental object,the6-month teaching practice was carried out under the guidance of the blended learning concept.Through the analysis of the changes and differences in the students' innovative thinking ability and innovative personality level before and after the experiment,as well as the differences compared with the traditional teaching control class,the following conclusions were drawn:(1)Innovative thinking ability and innovative personality had been significantly improved(P ? 0.01)before and after the blended learning experiment,in which theextensiveness,flexibility,criticalness,profundity of innovative thinking,curiosity and imagination of innovative personality had all reached extremely significant differences(P?0.01);There were significant differences in the agility of innovative thinking ability and the adventurism of innovative personality(P?0.05).(2)Compared with traditional teaching,the innovative thinking ability of experimental class was significantly improved(P?0.05),especially in the dimension of profundity,reaching the super significant difference(P?0.01),and reaching the significant difference in the dimension of broadness and flexibility(P?0.05).(3)Compared with the traditional teaching,the experimental class did not achieve significant differences in the level of innovative personality,but it also improved a lot,the dimensions of curiosity and imagination were significantly different(P?0.05).Generally speaking,blended learning is helpful to cultivate students' innovative ability.After the practice of blended learning,students had improved their biological learning interest,learning efficiency and information literacy,the ability to raise questions,solve problems,learn independently,the interaction between teachers and students,which also proved the effectiveness of blended learning in cultivating the innovation ability of junior high school students.Although students' innovative thinking and innovative personality had been significantly improved,they are still at a relatively weaker level,which indicates that the cultivation of students' innovative ability cannot be broken through in a short time,it needs long-term persistence and training.