A Study Of Microlearning-based Flipped Classroom In Junior High School Biology Teaching Practice

Under the background of the rapid development of network information,flipped classroom as a teaching mode advocating students’ active learning has attracted much attention from educators.Moreover,with the continuous advancement of modern education technology,multimedia teaching and microcourses combining online and offline have also begun to flourish.Therefore,this study integrates micro-lessons into the teaching of flipped classrooms,constructs a flipped classroom teaching mode based on micro-lessons,and carries out teaching practice.The biology course of the school where the author practiced has not yet carried out flipped classroom teaching,and the current situation of biology learning of junior and second-grade students in this school was investigated before practice,and the results showed that the students’ selfstudy effect before class was not satisfactory,and there was a lack of independent exploration of biological knowledge.More than 40% of students are willing to actively answer teachers’ questions and participate in group work,and more than 70% of students are willing to change teaching models and use online resources to learn biology.Illustrate the need to transform existing teaching models.In this study,the classroom teaching links of the flipped micro-course were designed,including three parts: before,course and after class,and the content design of teacher and student activities was carried out in stages,and then the teaching case based on the flipped micro-course was designed by selecting the content of "Bacteria" and "Fungi".According to the survey results of the learning status in the early stage of teaching practice,two classes with no significant difference in self-learning ability,classroom participation and problem-solving ability were selected as the research objects.Among them,the experimental class adopts the flipped classroom teaching mode based on microlessons,and the control class adopts the conventional teaching mode.The results showed that after teaching practice,the students in the experimental class had higher independent learning ability and classroom participation than the control class(p<0.05),but there was no significant difference in problemsolving ability(p>0.05).The results show that the implementation of the flipped classroom teaching mode based on micro-lessons can effectively cultivate students’ independent learning ability and improve students’ classroom participation,while students’ problem-solving ability needs to be cultivated for a long time.Based on the analysis of practical effects,the author puts forward suggestions for rational implementation.