Design And Practice Of Experiential Teaching Mode In VR Environment

As a product of the new generation of information technology,virtual reality technology can break through the boundary between virtual things and real things and is widely used in the fields of medicine,military,education and physical research.The new round of basic education curriculum reform has been launched,and domestic basic education emphasizes more on letting students learn by doing,reaping the joy of learning knowledge in the process of experience,and enhancing their creative consciousness and innovation ability in the process of participating in practical innovation activities,while in learning experience,there are often superficial forms of experience,inappropriate selection of experience methods,students’ weak perception of experience,and teachers focusing too much on the process design of experience and neglecting the cultivation of students’ reflection ability in the process of experience teaching.In the learning experience,there are often a series of problems such as superficial form of experience,inappropriate choice of experience method,students’ perception of experience is not strong,and teachers pay too much attention to the process design of experience and neglect the cultivation of students’ reflection ability in the process of teaching experience.The virtual reality technology can make up for the high realism in experiential teaching and bring students a better learning experience,thus promoting teaching and learning.Therefore,this study reconstructs the experiential teaching mode in the virtual reality teaching environment and takes the cultivation of reflection ability in the learning process as the main goal,in order to provide theoretical guidance and practical experience for the future development of the integration of virtual reality and experiential teaching,and the development of experiential teaching for practical teaching in primary and secondary schools.This study firstly compares and analyzes the relevant literature on experiential teaching,non-immersive technology in virtual reality-desktop virtual reality technology and reflective ability at home and abroad,mainly to make a preliminary overview of its theoretical foundation and development status,which provides a theoretical basis for the gradual development of this study in the future;then,after a review of the previous work on Then,based on the analysis of previous teaching models of experiential teaching in the virtual reality environment,the experiential teaching model in the VR environment was constructed,and the teaching model was used as the basis to carry out the teaching case design and the practical research of experiential teaching in the junior high school biology course,and the effectiveness of the application of the experiential teaching model in the VR environment was verified through empirical research and exploration.Through the use of NOBOOK desktop virtual reality teaching platform for learning experience,students can gain knowledge and develop ability in the process of experiential teaching through personal experience,group cooperation and investigation,and verification of the correctness and validity of the knowledge gained in real situations,interspersed with teacher guidance.In the process of teaching practice,we collect data on the learning process and results of students in the process of experiential teaching in VR environment by issuing questionnaires,collecting reflective logs from students,conducting academic level tests and interviewing teachers and students,and compile them to observe the real performance of students in the classroom of experiential teaching,so as to verify the teaching effect in many aspects.This study provides data support to verify the effectiveness of teaching and learning,and proposes suggestions for the use of experiential teaching mode in VR environment after applying it to teaching practice.In this study,we conducted a comprehensive analysis of the experimental data and students’ reflection logs through survey research and quasi-experimental research,using individual reflection ability questionnaires,reflection log evaluation scales,students’ academic level test scores,and teacher-student interview outlines,and achieved relatively objective research results.Firstly,this study constructs a model of experiential teaching model in virtual reality environment,centering on students’ experience,and teachers become the supporters of students in the process of experiential teaching and learning,taking teaching and learning in the real environment and applying the results of learning to the real environment as the basis to carry out experiential teaching and learning.Secondly,based on the framework of experiential teaching model in virtual reality environment,this study designs a case study of junior high school biology teaching practice and conducts corresponding practical research in the course,encourages students to do hands-on work,communicate and collaborate to solve problems in real situations;finally,the process and results of students’ experiential teaching are evaluated comprehensively from various aspects,such as students’ reflective ability and their mastery of knowledge gained through the experiential teaching process.The study will discuss the application effect of experiential teaching mode in virtual reality environment and the effect of classroom teaching based on it,and provide guiding suggestions for future theoretical research and practical teaching in this area.The final conclusions of the study are as follows: 1.VR virtual reality technology can be integrated with the current teaching environment to construct an experiential teaching mode supported by VR environment,which can effectively support the better development of experiential teaching.2.The application of experiential teaching mode in VR environment to the teaching practice of junior high school biology can improve the students’ performance in the biology academic level test.3.It can effectively enhance students’ reflective ability,which is reflected in the ability to effectively arouse students’ reflective consciousness,develop students’ skills of reflecting on learning,and cultivate students’ perseverance in reflecting;under this teaching mode,most students move from the level of non-reflectors,that is,only aware and understanding of reflection,to the level of reflectors,that is,they can actively reflect on their own learning process and results,and then to the level of critical The level of the reflector,that is,the person who can consciously and actively reflect on his or her own learning process and results,on the basis of which to persist in reflection.4.The use of experiential teaching mode in the VR environment can effectively increase students’ interest in learning.In the process of conducting experiential teaching and learning,students have gained good experiences.Interviews with teachers and students revealed their willingness to continue using this mode of teaching.