Design And Application Of Flipped Teaching Mode In Class Base On Junior High School Biology Course ——Takeing S Middle School Seventh Grade Book As An Example

Taking biology Volume 1 of Grade 7 as an example,this study applies the in class flipping teaching model to biology teaching in junior middle school,and tests its effectiveness and operability through educational experiments.According to the junior middle school students have a strong desire for knowledge and exploration,but their self-control is relatively low,and the students' family information technology conditions and equipment are unbalanced.At the same time,considering that the biology class hours are two sessions a week for a long time and the class hours are not sufficient,we choose the application of in class flipping teaching mode for teaching research.Firstly,by consulting a large number of literature and carefully studying the concept of biology curriculum standard,this paper puts forward the problem,studies the problem,analyzes the current situation of literature research at home and abroad,and puts forward the theoretical basis of flipping teaching mode in class;Based on this theoretical basis,this paper puts forward an in class flipping teaching mode suitable for junior middle school biology teaching,determines the main countermeasures of this mode,and divides the classroom time into self-study,cooperation and evaluation;After the experiment,the effect of this teaching mode is tested through examination and evaluation,questionnaire survey,classroom observation and experimental research.In the application of educational practice,the subjects of the survey were seven grade(1)classes and(3)classes in S middle school in Urumqi,and 1 classes(50 persons)in grade seven were chosen as experimental classes.3 classes(45 persons)were selected as the control class.The experimental class applied the flipped teaching mode in the class,compared with the traditional teaching mode in the class,while the students in the two classes did not know that they were the subjects of the investigation,the education experiment lasted for four months from September 2021 to January 2022.After the educational experiment,analyze and summarize the collected data and data to draw a conclusion.The basis of the conclusion comes from the following three aspects: first,by observing the students' learning performance and learning atmosphere in the classroom,and recording the classroom teaching observation form in the experimental class from before the experiment to the end of the experiment,sort out and summarize the recorded contents.From the results,it can be seen that the students' learning efficiency and learning enthusiasm in the experimental class are significantly higher than those before the experiment;Second,after the experiment,the questionnaire was distributed to the respondents to investigate the students' attitude towards learning biology and their abilities in self-study,cooperation and evaluation.The effective questionnaire was recovered and the results were analyzed.It was found that the above abilities of the students in the experimental class were significantly higher than those in the control class;Third,after the experiment,take the final examination results of the respondents as one of the basis to measure the experimental effect,and use the statistical software spss20 0 for independent sample t-test,the result p value is less than0.05,indicating that the evaluation scores of students in the experimental class are significantly higher than those in the control class.The results of this study show that the in class flipping teaching model improves students' academic performance and promotes students' interest and motivation in learning biology.This model is suitable for popularization and application in junior middle school biology classroom.