Applied Research Of Flipped Classroom In High School Biological Science History Teaching

The teaching of the history of biological sciences is of great significance to the mastery of knowledge,the cultivation of abilities,and the cultivation of emotional attitudes and values of students.In the traditional teaching process of the history of biological sciences in senior high schools,there are some bad phenomena such as low emphasis,the focus of teaching is limited to the results of scientific research,and the teaching methods are easy and single.Based on literature,questionnaire surveys,interviews,and experimental research,the author learned about the characteristics of the flipped classroom teaching model,then select the scientific content in the compulsory course 1 of high school biology to start teaching.This was to explore the effect of this teaching model in the teaching of the history of biological sciences,and the supporting role played by videos and paper materials.Before the experiment,a questionnaire survey found that 80% of the students were interested in the content of the history of biological sciences.In the process of studying the history of science,41% of the students were mainly concerned with the development of biological knowledge,25% of the students were mainly concerned with the research methods and ideas of scientists,and 21% of the students were interested in the lives of scientists.At the same time,the survey found that more than 70% of students support teachers in teaching the history of biological sciences.During the experiment,three parallel classes were selected for contrastive teaching.The author adopt traditional teaching methods in Class A,while in Class B and C,adopt the flipped classroom model for teaching.The pre-class learning material of Class B was micro-video,and it of Class C was paper material.Among the teaching results,Class A students had the worst homework completion results,with an excellent rate of only17.9%;and a failure rate as high as 19.0%.The test results showed that the average score of class A was 58.872 points,the average score of class B was 65.405 points,and the average score of class C was 62.892 points.After the experiment,the author initiated questionnaire surveys and interviews with the students in Class B and Class C.The results showed that the students in Class B and Class C recognized the application of this teaching model in the teaching of the history of biological sciences.The research results showed: the application of the flipped classroom teaching model in high school biological science history teaching was conducive to improving students' academic performance.After long-term independent watching of videos and reading paper materials,students' information analysis ability,cooperative learning ability,communication and expression ability and other learning abilities have been effectively improved.Purposeful self-study before class made students' pre-study homework more orderly,and encouraged students to perform in class with confidence and a sense of accomplishment.The flipped classroom teaching of the history of biological sciences had effectively improved students' learning attitudes towards the history of biological sciences and cultivated students' interest in learning other biological knowledge.In this teaching process,watching videos independently can improve the learning effect of students,and reading paper materials can also play this role.However,the teaching effects by video played better than by paper materials.Based on the research results,some suggestions were put forward for the flipped classroom teaching of the history of biological sciences in the paper.The research results can be used in high school biology teaching to provide a reference for improving and innovating the teaching of the history of biological sciences.