| Since the 21 st century,information technology has developed rapidly.Applying emerging electronic technology to the field of education,and promoting the scientific and technological of education through network informatization has become the development trend of education in various countries around the world.Under the background of such an era,teaching modes such as MOOC and Flip Classroom came into being,which not only enriched the learning methods of learners,but also improved the teaching efficiency and teaching effect of teachers.In 2020,the COVID-19 epidemic swept the world.Due to the closure of schools,classroom teaching can not continue,so the Ministry of Education launched an emergency plan of "suspension of classes and non-stop teaching,suspension of classes and non-stop learning",which transferred classroom teaching to the online network,and the online teaching mode became popular all over the country.In 2017,the Ministry of Education promulgated a new "General High School Biology Curriculum Standards",which clearly pointed out that information technology should be applied to the teaching process and use the information technology to speed up the reform of education.There is a certain gap between the traditional teaching mode and the "developing students’ biological core literacy" proposed in the new curriculum standard.Online teaching relies on a pure technical environment,which also has certain limitations.The blended teaching model organically integrates classroom teaching and online teaching,which not only gives full play to the advantages of "face-to-face teaching" in the traditional classroom,but also uses network resources to meet students’ learning needs,realise the complementary advantages of the two model,and implement students’ biological core literacy.Therefore,the implementation of online and classroom blended teaching not only conforms to the development requirements of the times,but also enriches the teaching mode and teaching means.This study first reviewed the current situation of blended teaching models at home and abroad through consulting relevant literature,defined the concepts of online teaching,classroom teaching,and blended teaching,and determined the theoretical basis for the study;Then,using questionnaires and interviews,I investigated the views of students and teachers in a high school in Langfang on online teaching and blended teaching in biology,and determined the feasibility of implementing blended teaching in high school biology teaching;Then,based on the theoretical research and practical investigation mentioned above,under the guidance of the new curriculum standard and in accordance with the characteristics of biology,I streamlined the teaching process of blended teaching in senior high school biology,and selected typical topics for teaching design;Then a comparative teaching practice of blended teaching and traditional classroom teaching was conducted in two parallel classes of senior one in a high school in Langfang for a period of two months.After the teaching,the teaching effect was tested through chapter tests,and the statistical comparative analysis of the chapter test scores of the two classes was conducted.It was found that online and classroom mixed teaching had good teaching effects,which could improve students’ biological performance to a certain extent.Through research,it is proved that the online and classroom blended teaching mode is operable and effective,meets the requirements of the new curriculum standard,and provides new ideas and new teaching methods for the teaching of high school biology in the post-epidemic era,which has unique theoretical value and practical significance.There are some shortcomings in this study,such as insufficient experimental samples,short practice time,and the defects in teaching design,which need to be further improved and deepened in future research. |
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