A Practical Study Of The Enhanced Visualization Of BOPPPS Teaching Model In Rural High School Biology Teaching

The General Office of the Central Committee of the Communist Party of China and the General Office of the State Council jointly issued the ’ Opinions on Further Reducing the Burden of Students ’ Homework and Off-campus Training in Compulsory Education ’,which clearly requires that the quality of education and teaching should be greatly improved to ensure that students learn well in school and promote the balanced development of compulsory education.The BOPPPS teaching mode with enhanced visualization is based on the original BOOOPS teaching mode.It strengthens the application of visual teaching in all aspects,create a model of systematic,visual instruction that makes it more accessible to students to engage in the lesson.In this study,the combination of the two is applied to biology teaching in rural high schools,aiming to test the effectiveness and impact of its application in teaching biology in rural high schools.First of all,this thesis summarizes the relevant data,the background of visualization teaching and BOPPPS teaching model and the current situation at home and abroad are explained,the teaching model and its characteristics are introduced,the corresponding theoretical basis is provided,and the research purpose and research implications of this study are indicated,the methods and ideas adopted in this study are explained in detail,and its features and innovations are also clarified.Secondly,through the questionnaire survey method and interview method,it is understood that the present rural high school biology classroom is still focused on the lecture method,and the classroom lacks of initiative participation of students in the process,and the teaching form is single and the BOPPPS teaching mode is not widely used in rural high school biology teaching.Then,according to the existing research results,proposing strategies for applying this study’s teaching model in rural high school biology classrooms and designing detailed cases on "Protein is the major bearer of life functions"," Cell membrane in structure and function" and "Cell nucleus in the structure and function".Finally,the implementation of the teaching model in the classroom,the use of the two classes of the experiment before and after the test results of their own and each other between the comparative analysis,combined this with a final discussion of the effects and implications of the students’ discussion of the interviews’ results.The results indicated that,through instructional practice,the post-test scores of the test class were remarkably different as compared to the post-test scores of the comparison class,in addition to that the model stimulates students’ enthusiasm for learning and contributes to their more active engagement in the lessons.The adoption of mind maps and concept maps,etc.to summarize knowledge is useful for students to have a deeper and more systematic understanding of knowledge.It indicates that the implementation of this model in rural high school biology classrooms can actively engage students in the classroom,realize the visualization of teaching and learning thinking,and enhance the effectiveness of the biology classroom.Consequently,we should emphasize the reinforcement of the visual BOPPPS teaching model in rural high school biology teaching.