High School Biology A Blending Teaching Explore Of "The Main Source Of Atp-cellular Respiration"

To develop students' core literacy is the detailed content of the party's educational policy.In order to implement this content in the curriculum,"Biology curriculum standards for ordinary high schools(2017 edition)" according to the nature of biology subjec condensed the core literacy of the subject,and put forward higher requirements for the cultivation of students' ability of scientific inquiry.Cellular respiration is an important part of biological metabolism.It involves molecules,cells,individuals,as a key and difficult point in high school biology teaching and including experimental course,it is of positive significance to the cultivation of core literacy.However,the current teaching strategies of cellular respiration mostly rely on traditional teaching methods and stay in the level of knowledge,so there is a lack of cultivation of students' comprehensive ability.Under the background of the information age,the country accelerates the development of Internet education.In April 2018,the ministry of education released "Education informatization 2.0 action plan",which pointed out that on the basis of the completed online teaching hardware,further promote the reform of education philosophy and education mode,and the blending teaching mode came into being.Blending teaching combines online teaching with traditional teaching by using the network platform.Students can preview themselves online before class,and offline teachers can help solve the remaining problems to effectively improve classroom efficiency.It can not only exercise students' independent learning ability,but also meet the learning needs of different students,which is in line with the current curriculum reform advocated by independent learning and personalized teaching philosophy.The diversified evaluation in blending teaching mode also effectively promotes the overall development of students,which is favored by the education industry at home and abroad.Due to the sudden outbreak of covid-19,in response to the work arrangement of the ministry of education on "school suspension without school suspension",all kinds of schools across the country have entered into online learning,which shows the importance and foresight of the country's vigorous development of information teaching.Therefore,this study chose the cellular respiration course for blending teaching,hoping to break through the teaching difficulties in an innovative way and better accomplish the teaching objectives.In this study,the current teaching situation of cellular respiration and the development of blended teaching were firstly understood through literature review and teacher interviews,and the existing problems in the current teaching were determined.The concepts related to blending teaching were sorted out and defined.Then according to the analysis of the cell respiration teaching present situation,combining with the actual teaching situation according to the classic process of blending teaching and general principle for blending teaching model construction,including online platform selection analysis,the design of learning resources and create,and applied to two classes in a high school in Kaifeng City to conduct a one-month teaching experiments to verify its effectiveness.Finally,by means of post-stage test,questionnaire survey and interview,the blending teaching effect was tested,and students' opinions on blending teaching were understood.Some Suggestions for improvement are put forward according to the shortcomings in the practice process.The results show that :(1)the blending teaching mode is more conducive to help students to solve the difficult learning of the principle and application of cellular respiration.The process of cellular respiration involves the molecular perspective,and the content is deep and at a high level.Through the visual display of animation and video resources,the abstract knowledge is concretized and vivid,which effectively reduces the teaching difficulty.(2)The blending teaching mode extends the traditional classroom externally,so that the classroom efficiency can be improved and the students' comprehensive ability can also be improved.In the blending teaching mode,students' learning is not limited to the classroom.In addition,online resources can be used for pre-class preview.In the classroom,students can communicate with teachers and classmates about the remaining problems in a targeted way to improve classroom efficiency.Online resources can be watched at any time,and the discussion board can interact with each other in real time,which is helpful for after-class review.Independently completed the preliminary design of the experimental scheme,improved the scheme through offline group communication,effectively promoted the students' cooperative communication and the improvement of scientific inquiry ability;(3)Various evaluation methods of blending teaching mode run through the whole process of learning,stimulate students' learning enthusiasm,help teachers adjust teaching in time,and promote students' all-round development.The pre-class learning platform generates diagnostic evaluation,and the teacher watches and adjusts the teaching plan in real time.The novelty and sense of achievement brought by various evaluation methods can stimulate students' interest in learning,which is more conducive to their independent learning and overall development.This study verified the effectiveness of blending teaching in middle school teaching and provided a new teaching method for teachers to break through photosynthesis and other teaching difficulties.However,there are some difficulties in the implementation of this research.Combining the shortcomings of this experiment,this paper puts forward some suggestions which can provide references for other researchers to use blending teaching for biological teaching research in the future.