| With the development of network technology,egreat changes have taken place in educational concepts and teaching modes.Especially,the outbreak of COVID-19 at the beginning of 2020 has boosted the development and implementation of online teaching.Thus,blended teaching emerged as a new and advanced teaching mode.Blended teaching can enable students to acquire knowledge in different dimensions of time and space,experience the happiness of learning,fully mobilize the initiative of students to learn,and meet the needs of students’ personalized development.But blended teaching is not widespread enough in high schools and is only sporadically tested.There are many problems such as the rigid link between online teaching and traditional teaching or the documentation of learning tasks.Therefore,it is necessary to establish a set of operable and formalized blended teaching mode to promote students to realize personalized learning in the networked environment.Based on "Internet +" and Post-epidemic era background,take the literature research to comb and the research status of blended teaching at home and abroad,define the concept of blended teaching and post-epidemic era,determine the theoretical basis and teaching principle,based on the ability of talents cultivation idea,to build a set of suitable for the blended of high school biology classroom teaching mode;Through interview and questionnaire survey of teachers and students in Dong ’e County No.1 High School to further understand the implementation status of blended teaching and find out the existing problems.This paper selects Class 7,Grade 1 of our school to implement blended teaching,and compares the traditional teaching with the parallel class(Class 6,Grade 1).After the teaching of the first three chapters of compulsory course 1 of adult education edition,the effectiveness of the three aspects of learning interest,learning ability and learning effect of the students in the two classes is analyzed.The results show that the blended teaching class(Class 7,Grade 1)shows significant advantages in all aspects.Based on blended teaching research status and hands-on practice,summarizes successful experience,combined with the actual problems,optimizing the implementation of the measures,is given in the teaching resource construction,teachers’ development,three aspects of the teaching design implementation strategy Suggestions,aims to change teaching methods and ideas,stimulate students interest,promote students’ personal development and the depth of the Internet and education,It can be used for reference in the education and teaching profession.According to the actual situation of Dong’e County No.1 High School,the blended teaching designed by the author has carried out localization and school-based transformation on the original blended teaching.Online teaching should be completed in self-study class under the supervision and supervision of teachers.It does not increase students’ academic burden while effectively solving the problem of students’ low self-discipline.Through multi-dimensional comprehensive evaluation,it is found that the learning effect is not reduced but increased.Therefore,this study verifies the feasibility of blended teaching.Localized and school-based blended teaching can effectively bring students’ subjectivity into play and effectively improve students’ learning interest and ability. |
