| In the current historical context of deepening changes in education and teaching,a new teaching method such as flipped classroom has been continuously applied in primary and secondary schools in China and has achieved excellent teaching results.Traditional teaching overemphasizes the first stage of "knowledge transfer" and neglects the second stage of "absorption and internalization".Since the emergence of this new educational approach,it has attracted more attention and application from educators and trainers.Flipped classroom teaching has become a popular teaching method and is widely practiced and promoted in primary and secondary schools in China and abroad.Compared with the traditional teaching mode,flipped classroom teaching breaks through the limitation of time and space.By using modern information technology,students can choose their own learning methods at any time and any place,which can effectively improve their learning efficiency and interest.However,it is not easy to realize the good effect of flipped classroom teaching in the actual teaching practice.The evaluation of traditional classroom teaching effect is reflected in the high or low teaching achievement,which has the disadvantages of being single,too utilitarian and subjective.Then how to evaluate the teaching effect of flipped classroom is worthy of our further thinking and discussion.The purpose of this paper is to summarize and analyze the contents that teachers pay attention to when evaluating the teaching effect of flipped classroom in high school biology class by constructing a teaching effect evaluation system for the implementation of flipped classroom teaching practice in high school biology class through questionnaire survey method and hierarchical analysis method,taking into account the educational reality in China.To evaluate the teaching effectiveness of flipped classroom in a more scientific and comprehensive way.In the post-epidemic era,the advantages of flipped classroom are also highlighted again,and educators and educational institutions pay more attention to the application and practice of flipped classroom.In this paper,through some academic researches of domestic scholars on the evaluation factors of flipped classroom teaching effectiveness,combined with the logical relationship among the factors,we construct an evaluation system suitable for the teaching effectiveness of implementing flipped classroom teaching practice in high school biology class through reading and organizing literature and questionnaire survey as well as interviews with front-line teachers,and summarize three valuable evaluation index directions after reviewing the data,namely,the implementation of flipped The evaluation of teaching effectiveness of flipped classroom teaching practice in high school biology should be evaluated from three parts: before,during and after the class.The evaluation of the teaching effectiveness of the implementation of flipped classroom teaching practice in high school biology class should be evaluated in three sections: before class,during class,and after class,and also from combining the characteristics of their own schools as well as students.The main reason is that it is difficult to achieve the target of pre-class video viewing,so front-line teachers generally say that filling in the pre-class pre-reading materials is more convenient than pre-class video viewing to reflect the teaching effect and make the teaching effect more tangible.In the classroom evaluation section,the main scores were higher for class participation and group work,which confirmed the original intention of the "flipped classroom" teaching model,i.e.,to reflect the subjectivity of students and implement effective teaching.The score of classroom questions and answers is relatively low,i.e.,in the process of learning,teachers pay more attention to the process of students’ thinking about the questions,but it can be seen from the scoring results that teachers also affirm the establishment of this indicator from the side,how to guide students to be willing to answer questions and to ask their own questions about the corresponding important and difficult points,teachers need to further consider.In terms of after-school learning assessment,teachers generally agreed that although student achievement is no longer the only requirement in the teaching objectives,promoting and improving students’ self-growth and development in a comprehensive manner has become the new goal of teachers’ teaching,but while the cultivation of students’ ability is important,the pressure of the college entrance examination should not be underestimated.Although front-line teachers have high requirements for students’ performance and believe that the results can reflect the teaching effect,they are more concerned about whether the knowledge content of a lesson is mastered by students,which reflects that teachers hope that students can really master the knowledge rather than simply "taking the test".In conclusion,the comprehensive quality development of high school students is also the most important test of teaching effectiveness,and the teaching effect of flipped classroom does not only point to the improvement of students’ performance,but also to the improvement of students’ ability in all aspects.Based on the analysis of the characteristics of secondary school biology teaching,this paper outlines the teaching methods and approaches of teachers and discusses how to evaluate the teaching effectiveness of flipped classroom teaching at the current high school level by taking the high school biology course as an example.The research process was based on the results of a questionnaire survey,which explored various aspects of the evaluation of teaching effectiveness,and a corresponding evaluation system was constructed,investigated and studied using hierarchical analysis.Thus,it is rooted in the flipped classroom teaching,and the teaching effectiveness of the flipped classroom is reflected in quantitative criteria.This paper also specifically addresses the strengths and weaknesses of the evaluation system for the implementation of flipped classroom teaching practices in high school biology classes,suggesting that teachers need to fully understand the actual situation and specific needs of students in the teaching process,make targeted adjustments and optimization of teaching according to the actual situation of students,and suggest that in order to improve the effectiveness of classroom teaching,it is necessary for teachers to make breakthroughs in the design of each teaching link in order to To improve the effectiveness of classroom teaching,it is suggested that it is necessary for teachers to make breakthroughs in the design of each teaching session in order to improve teaching effectiveness and students’ learning outcomes.On this basis,this paper also proposes specific suggestions on how to better implement teaching in high school biology courses in order to obtain better teaching results.It enables teachers to find suitable teaching methods in high school biology teaching,strengthen the communication between teachers and students,improve the efficiency of communication between teachers and students,promote the development of students’ thinking to meet the needs of students’ ability development,and further lay the foundation for promoting the development of teaching in order to obtain better teaching effects and achieve teaching reform. |
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