Research On The Application Of ADI Model Based On Flip Classroom In High School Biology Teaching

The flipped classroom realizes the students’ leading role in learning activities through the "Students learn first,and they are discussed in class " mode.However,how to guide students’ discussions in the flipped classroom is a core issue to be addressed in this model.The ADI model aims to promote science inquiry ability and has a specific teaching framework to guide students in argumentative discussions.Therefore,this study introduced the ADI teaching model into the flipped classroom,forming a flipped classroom-based ADI teaching model and applying the integrated model to high school biology teaching to test its effect on students’ scientific inquiry abilities and exam performance.This study mainly includes theoretical and practical research:1.Theoretical research: Using literature research methods to define core concepts such as the ADI model and flipped classroom;comparing the similarities and differences between the two teaching models and constructing the flipped classroomADI model.Propose the construction requirements,general process,and implementation strategies of this model.Analyze the New Edition High School Biology Compulsory 1,select content suitable for the flipped classroom-ADI model,and design teaching materials.In addition,based on the teaching content,student situation,and research objectives,the author designed the pre-and post-test papers on high school biological science inquiry ability.2.Practical research: This study took three classes in the same grade in a high school in Nanchang City as the experimental objects and conducted a controlled experiment for 4-5 months to explore the effect of the flipped classroom-ADI teaching model on students’ biology grades and scientific inquiry abilities and their sub-abilities.The main research results are as follows(1)Overall achievement of scientific inquiry abilities: After the experiment,the scientific inquiry abilities of Experiment 1 and Experiment 2 were significantly higher than those of the control group(P<0.05).After the experiment,the scientific inquiry abilities of Experiment 1 and Experiment 2 were significantly higher than the pre-test(P<0.05).(2)Scientific inquiry sub-abilities: After practice,Experiment 1 and Experiment 2were significantly higher than the previous test in the five sub-abilities of asking questions,making hypotheses,formulating plans,explaining phenomena and drawing conclusions,and discussing and reflecting(P<0.05),but not significant in the subabilities of conducting experiments and observing phenomena(P>0.05).(3)Academic performance: After the experiment,the average scores of the control group,Experiment 1,and Experiment 2 were 56.847,57.565,and 59.212,respectively.The independent sample t-test results showed that there was no significant difference in the average biology scores between Experiment 1 and Experiment 2 and the control group(P>0.05).In summary,the flipped classroom-ADI model facilitates the development of subcapabilities of scientific inquiry beyond experimental manipulation and observation of phenomena,thereby improving overall scientific inquiry abilities.but it has no significant impact on students’ academic performance in a short period of time.