Application Research Of Flip Classroom In Senior High School Biology Teaching

"Flipped classroom" is a teaching model which makes course well improved, internalized and strengthened under the guidance of teachers through watch the teaching video provided by the teacher and learning by self before class. Combining the information technology and education, "Flipped classroom" advocates active learning, service for principal part and pay attention to the classroom cooperation inquiry to satisfy the requirement of quality education in line with the new curriculum reform. However, "Flipped classroom" is rarely applied in senior biology teaching. The rise of new education model is always controversial. Because it still has challenges from the theory of "Flipped classroom" to the practice. In this paper, we further investigated the theory and practice of "Flipped classroom" application in senior biology teaching through literature analysis, interview, action research and questionnaire survey, etc. Based on the interviews with five frontline biology teachers teaching with "Flipped classroom", we practiced the model of "Flipped classroom" by using the three classes in the chapter of "cross breeding to genetic engineering". The detail practice includes the design and manufacture of video, the design of the learning task list, the design of classroom teaching process and implementation and summary and reflection after class. The actual effect was evaluated by the value, sense of quality, satisfaction and loyalty of the students in the questionnaire survey after the practice. The results showed that the "Flipped classroom" contributes to the students individualized learning in senior biology teaching:(1) improved the learning enthusiasm; (2) cultivated the students’ abilities of self-learning, language competence and cooperation; (3) enhanced emotional communication; (4) solved the boring phenomenon in class. Considering the limitations of learning time of students and research ability of teachers, the model of "Flipped classroom" should still be improved in deficiencies. Although "Flipped classroom" very rely on the ability of teachers (the capacity for video production, preparation of learning tasks and control of the class, etc.), it is still an excellent teaching mode which can cultivate students’ comprehensive quality if all sorts of conditions are satisfied.