| Flipped classrooms serve as a teaching method that readsjusts the time inside and outside the classroom.To be specific,students need to master some basic knowledge by watching videos or materials provided by teachers before class,and communicating with teachers about their doubts or learning problems during class.According to this theory,the student decides how to learn rather than the teacher.Currently,flipped classroom mode is mostly used in biology instruction in colleges and universities,and only a few basic education institutions and research institutes have conducted in-depth research on it.Although the flipped classroom teaching model for domestic primary and secondary school teachers has received a lot of attention at present,the practice is quite limited.However,compulsory education is a critical period for students to develop their personality and take the initiative to develop.Therefore,it is necessary to apply flipped classroom to the traditional classroom teaching in biology course in the middle school stage,which takes students as the main body,teaches students to learn,and develops students’ ability to take the initiative to learn,with the aim of maximizing classroom efficiency and achieving the new curriculum standard teaching goal.Mainly used in this study were survey,interview,experimental,comparative,statistical,and case analysis techniques.The key issue that needs to be addressed in this study is how to effectively utilize the flipped classroom in a variety of scenarios to increase the teaching effectiveness of biology classrooms in junior high school,better reflect the subject status of students,enhance students’ enthusiasm and initiative,and maximize classroom efficiency.First,the questionnaire survey method was used to investigate students’ impressions of biology and their learning difficulties before and after the project was conducted,as well as their views on biology after using the flipped classroom teaching model;the degree of preference for flipped classroom and traditional classroom teaching were also compared.Before conducting the experiment,9 biology teachers,44 other science teachers at the researcher’s school were interviewed to understand the application of the flipped classroom in middle school biology teaching from the perspective of frontline teachers.Secondly,four classes of the 2022 middle school graduating class were selected as experimental objects.At the beginning of the experiment,the four classes had similar grades.Classes 1 and 3 adopted the traditional teaching model,while classes 2 and 4 adopted the flipped classroom model,and the same course was taught.Classes 2 and 4 used the flipped classroom teaching model(online Ding Talk platform course)in both traditional teaching and special situations(February-March 2020 and the quarantine period from August to September 17,2020).During this period of research,Classes 1 and 3 used traditional teaching methods.After the experiment was completed,the comparative method was used to organize the preand post-project survey questionnaires,and the data was analyzed using SPSS software to compare the advantages and disadvantages of traditional teaching methods and flipped classroom teaching methods.Finally,the overall data was used to specifically demonstrate the benefits of the two teaching methods,and to study how to appropriately use the flipped classroom to improve classroom teaching efficiency.From the pre-class questionnaire,it can be seen that students have a strong interest in learning biology.The study selected "Respiratory Treatment of Air" and "Amphibians and Reptiles" to carry out online flipped classroom teaching practice exploration,and selected "Distribution of Fungi and Bacteria" and "Blood Flow Channels-Blood Vessels" to carry out flipped classroom teaching practice research at school.In the pre-class stage,students could obtain biological knowledge in various forms in life,and the school where the researcher worked had supporting hardware facilities such as e-book bags,electronic blackboards,and specialized recording classrooms,providing a good foundation for carrying out flipped classroom teaching.The survey questionnaire conducted after the implementation of the flipped classroom showed that students were relatively satisfied with the results.They established confidence in learning biology in this learning mode,felt the joy of non-mechanical learning,learned how to actively learn in the classroom,communicate their learning gains with their classmates,had their own unique insights into the content of each class,and were no longer pretending to understand or following the crowd.Compared to the average scores of the students in the experimental class before,during,and after the implementation of the flipped classroom teaching mode,the average scores of the students in the experimental class have significantly improved.In summary,compared to traditional teaching methods,flipped classroom teaching has prominent advantages in middle school biology education.This teaching method adapts to the characteristics of the new curriculum reform and,to some extent,fully mobilizes students’ enthusiasm for attending class in both normal and special situations(such as the pandemic).It allows students to become the protagonists of classroom teaching,while flipped classroom teaching as a new teaching model provides certain conveniences for middle school biology education.This study applied the flipped classroom teaching model in middle school biology and greatly improved the interest of biology classes by reorganizing time to achieve maximum classroom efficiency. |
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