The Formulation And Application Of Self-learning Task List For High School Biology Flipped Classroom

The rapid rise and vigorous development of the Internet and information technology have led to tremendous changes in education.Because of that,a new type of teaching model that combines information technology and traditional classroom teaching—flipping classroom has emerged.The flipping classroom has been widely promoted and applied since introduced China in 2012.Teachers pay more attention to the development of curriculum resources and the organization of classroom activities in practical teaching.However,how to guide students to preview and to improve the efficiency of independent learning before classs should be extended further.Self-learning task list is an effective way for teachers to instruct students to study independently before class.In order to design a reasonable self-study task sheet and apply it for front-line teachers,the principles of design,application and evaluation for self-learning task list in the flipping classroom were put forward,based on Vygotsky's recent development zone theory,hybrid teaching theory,humanistic learning theory and constructivism theory,through literature research.the process of design and application were introduced.Through the design of autonomous learning tasks in the flipped classroom and application cases,and the effect of design and the application of autonomous learning task list were evaluated by questionnaire and interview.The self-learning task sheet in the first section of "The Substantial Transmembrane Transport Example" of the fourth chapter of the PEP High School Biology wsa selected to study.A complete flow of production and application of self-study task lists is presented by observing and recording the process of the production and application of self-directed learning tasks.Students have been interviewed and analyzed.Five students with different learning situations were selected to interview.We get their opinions and views on this self-study task sheet,and further analyze the degree of satisfaction of students' academic performance and self-learning task sheets.We also want to know whether the student's study time is related to the degree of satisfaction of the self-learning task sheet to a certain extent.The teacher were interviewed then.The opinions of students and the self-comment of teachers were used to summarize the practical problems in the production and application of the autonomous learning task list.The self-study task sheet for "Examples of Material Transmembrane Transport" was revised combining theoretical knowledge and feedback,and the corresponding suggestions were proposed for front-line teachers to make and apply autonomous learning tasks.This paper raise the principles and processes for the production and application of selflearning task sheets in the bio-flipping classroom teaching mode.It can effectively help the teachers to make the self-learning task list more suitable for students,and understand the design and application of autonomous learning tasks through the teaching cases.It's helpful to carry out the flip classroom teaching mode effectively for teachers,and to promote autonomous learning ability and the comprehensive development for students.