Applied Research On The Teaching Model Of BOPPPS In Junior High School Biology

The new round of curriculum reform emphasizes that students should highlight the main position,advocate inquiry learning,and realize students’ value-added evaluation.So how can biology teachers ensure students’ subjectivity in junior high school classroom teaching? How can we realize the value-added evaluation of students?In recent years,the teaching mode composed of six links "Bridge-in","Objective","Pre-assessment"," Participatory Learning","Post-assessment" and "Summary"(hereinafter abbreviated as BOPPPS teaching mode)has been applied to the teaching of different fields because of its own coherence and the prominence of participatory links.This model is goal-oriented and student-centered.Compared with the traditional teaching mode,it lay more stress on the value-added evaluation of students.Students actively participate in classroom activities and complete the construction of knowledge through independent thinking and independent exploration.Therefore,this study attempts to apply the BOPPPS teaching model in the junior middle school biology classroom and verify its feasibility and effectiveness.Firstly,the connotation and various links of the BOPPPS teaching model are sorted out by the literature review method,and the research status is analyzed.Through the theoretical basis of the selected BOPPPS teaching model,the specific and feasible classroom teaching design principles and design strategies are proposed,and then the biology classroom teaching design is followed by the two,and it is applied to the junior high school biology classroom for practical research.Secondly,the BOPPPS learning process evaluation form is used to evaluate,analyze and summarize the students’ performance in the classroom;The questionnaire survey method and the comparative experimental method were used to analyze the before and after changes of the teaching mode of the experimental group using BOPPPS,and the post-test of the experimental group and the control group were analyzed horizontally.Through interviews with teachers and students in the experimental group,we can understand their feelings and opinions on the BOPPPS teaching model.Finally,the implementation effect of the BOPPPS teaching model in the junior high school biology classroom is analyzed,and suggestions for improvement are put forward for the existing problems.Through the above research,it is concluded that:(1)The BOPPPS teaching model is feasible and effective in the junior middle school biology classroom;(2)The BOPPPS teaching mode applied to junior high school biology,can give full play to students ’subjectivity,to a certain extent,make students’ interest in biology learning,focus time,and improve classroom participation,effectively strengthen the interaction between teachers and students,interaction ability,enhance the students ’ application of biological knowledge,migration ability,realize the students’ value-added evaluation.Suggestions for biology teachers when using the BOPPPS teaching model include:exert the subjectivity of students and follow the principle of goal orientation;Create contexts to connect with real life;Focus on value-added evaluation and pay attention to the process development of students;Flexibly use the BOPPPS teaching mode to avoid mechanization and rigidity of teaching links.