A Case Study Of Collaborative Learning Based Intra-classroom Flipping In Junior High School

Since flipped classroom became a research hotspot in China in 2011,there have been teaching reform practices and related researches on flipped classroom in some universities and primary and secondary schools.Through flipped classroom teaching,students can become the "subject" of learning from passivity to initiative.Meanwhile,the single knowledge goal can be changed into multiple ability goals,so that students' various abilities can be developed,which meets the needs of current education and teaching reform in China.However,at present,there are only a few students who really apply flipped classroom to the teaching practice of primary and secondary schools.The author observed the daily teaching of the school where he practiced and found that the teachers still adopted the traditional lecturing teaching method.Due to passive learning,students' learning interest,enthusiasm for learning,autonomous learning ability,problem-finding and problem-solving ability of teamwork,and language expression ability were difficult to be improved.How to effectively introduce flipped classroom into the subject teaching of junior high school so as to change the problem that lecturing teaching has a single goal and it is difficult for students to develop their various abilities is the main research issue of this study.Collaborative learning as a kind of learning strategy,is also a research hotspot in recent years,it lets the student in the form of group or organization through the competition,cooperation,problem solving and so on a variety of ways to achieve a common learning goals,improve the students' ability of autonomous learning,teamwork,and cultivate the consciousness and sense of responsibility,share cooperation quality and so on.The flipped learning in class through collaborative learning is more conducive to promoting the change of students' roles,so that students can learn as the main body of learning to cultivate students' various abilities.In under the guidance of the multiple intelligence theory,constructivist learning theory and instructional design theory,this study considering the actual situation of junior high school and students,adopted based on collaborative learning classroom teaching form of flip,turn design based on collaborative learning classroom teaching process,and its application in the biology curriculum teaching,at the beginning of the turn based on the collaborative learning classroom teaching has carried on the three rounds of action research.After each round of action research,the author analyzes and summarizes the effect of the application of the teaching process,and improves and optimizes it,hoping to achieve a more ideal effect in later practice.After three rounds of action research,through classroom observation scale,performance testing,and the experimental group and control group comparison of data analysis,the corresponding research conclusions: 1.Under the guidance of constructivism learning theory,multiple intelligences theory and instructional design theory,the flipped teaching process in class based on collaborative learning can realize the purpose of improving students' awareness and ability of independent learning and teamwork,as well as learning efficiency and quality;2.Flipped classroom teaching based on collaborative learning can enhance students' consciousness of inquiry-based thinking,learning interest and enthusiasm,as well as moral consciousness of responsibility and unity;3.When adopting the form of in-class flipped teaching based on collaborative learning,it is necessary to make an overall teaching design based on its own actual teaching status and teaching environment,so as to play a greater role in flipped classroom;4.In the process of specific teaching practice,students' problems should be found in time,students' actual needs should be solved,and teaching design schemes should be adjusted and optimized.This study is an action research based on the actual teaching of junior high school biology,which can provide some reference for junior high school teaching reform and has a certain reference significance for the teaching research of front-line teachers.