A Study On The Application Of Flipped Classroom Teaching Model In Senior Biology Revision Class

A flipped classroom is a reversal of the process of knowledge transfer and knowledge internalization.Students are required to watch micro-lessons in advance of class,study the textbook on their own,fill out learning task sheets,complete learning tasks,summarize learning challenges,and provide timely feedback to the instructor to solve them with students in class.In the classroom,teachers and students communicate and interact with each other,collaborate and investigate,complete the in-depth learning of knowledge and solve difficult problems;internalize the knowledge learned through group presentation and exchange,and report the results.The practical study of this dissertation takes senior high school students in a county high school in Kashgar,Xinjiang as an example.An independent sample t-test was conducted on the biology monthly exam scores and students' general ability of students in the classes where the teaching practice was conducted,and the analysis showed that there was no statistical difference between the two classes,and the experimental and control classes were set up separately.In carrying out teaching practice,the topic of respiration and photosynthesis,which is the focus of the Advanced Placement Biology review course,is used as an example to highlight.The teacher prepares the lesson,prepares the micro-lesson,designs the learning task list,and establishes the learning group before the lesson;students watch the micro-lesson,construct the concept map of the topic,fill in the learning task list,and work in groups to prepare the typical exercises and variation training questions of the examination points.Classroom sessions,organized in an orderly fashion by the instructor,begin with learning groups presenting concept maps that elaborate on the core knowledge of the topic;The teacher will concentrate on the typical examination points of respiration and photosynthesis topics,and the student groups will work on the typical exercises and variation training of the corresponding examination points;In the final stage of the class students work collaboratively to solve difficult learning problems,and the teacher answers questions and solves problems in a targeted manner.At the end of the lesson,students summarize their learning deficiencies,build a collection of mistakes and summarize their problem solving skills;teachers reflect on their teaching and do a good job of preparing supplementary lessons.After six months of teaching experiments,post-tests were conducted on the biology performance of students in the practice classes,and questionnaires on students' general ability were distributed.The analysis showed that the mean value of the senior class(7)was 56.71 and the mean value of the senior class(3)was 51.81,the former being 3.59 higher than the latter;Using independent samples t-test,statistical analysis showed that the p-value of 0.028 was less than 0.05 and reached the level of statistically significant difference,which indicated that there was a significant difference between the biology scores of class 7 and class 3.The pre-and post-measures of students' overall ability in the practice classes showed that the mean value before implementation was 3.089 and the mean value after implementation was 3.648;the difference between the mean values before and after implementation was large,which indicated that students' overall ability gradually improved after adopting the new teaching mode.After the educational practice showed that the flipped classroom teaching mode improved the efficiency of biology review class;the flipped classroom should be adapted to students' individual learning needs when applied to biology review class;the flipped classroom teaching mode varied widely in enhancing students' thinking skills.In addition,the generalizability of the educational practice results needs to be further studied due to time and experience constraints.However,practical research has found that the flipped classroom teaching model has broad application prospects and requires the joint efforts of teachers and students to stimulate the potential of the flipped classroom teaching model.