Research On The Application Of BOPPPS Teaching Mode In High School Chemistry Classroom Teaching ——Taking The First Compulsory Book Of High School Chemistry Of PEP Edition As An Example

The continuous deepening of educational reform has put forward new requirements for classroom teaching.Classroom teaching should fully consider the all-round development of students and fully demonstrate the subjectivity of students.The BOPPPS teaching mode is a relatively novel classroom teaching mode for high school chemistry classroom teaching,which includes: Bridge-in,Objective/Out-come,Pre-assessment,Participatory Learning,Post-assessment,and Summary.These six teaching links not only fit the characteristics of high school chemistry,but also conform to the concept of the integration of "teaching,learning and evaluation" in the "General High School Chemistry Curriculum Standards（2017Edition and 2020 Revision）".Therefore,the application of BOPPPS teaching mode in high school chemistry classroom teaching has practical significance for creating a literacy-based and high-efficiency classroom teaching.This paper is completed on the basis of consulting literature,conducting field investigation and teaching practice.By reviewing and summarizing the application research on BOPPPS teaching mode at home and abroad,the related concepts and theoretical basis of BOPPPS teaching mode are expounded.Taking advantage of educational internship opportunities to understand the actual situation of classroom teaching in internship school.Using questionnaires,interviews and teaching observation to go deep into classroom teaching,summarize the problems existing in high school chemistry classroom teaching,and obtain students’ views and expectations of teachers’ teaching mode,teachers’ teaching experience,etc.On this basis,combined with the literature,the teaching process is constructed,the teaching strategies are proposed,and the teaching cases are designed.The experimental class and the control class are selected for the application practice of BOPPPS teaching mode,and the effect of teaching practice is analyzed by using IBM SPSS Statistics 25.0 and Excel.The feedback questionnaire of teaching practice shows that the classroom atmosphere of experimental class is more active,the application of BOPPPS teaching mode increases the interaction between teachers and students,the initiative and subjectivity of students in class are obviously improved,and the learning efficiency and classroom teaching efficiency of students are improved.Through the analysis of the results of the two tests and the answers of the relevant core literacy questions,it is found that with the progress of practical teaching,the results and core literacy level of the experimental class are significantly improved,which is superior to the control class.The teaching practice shows that BOPPPS teaching mode plays an active role in improving students’ performance and cultivating students’ core literacy of chemistry.The teaching practice of three months proves that the BOPPPS teaching mode can be applied to chemistry classroom teaching in high school,and it has an important application value in promoting the cultivation of students’ core literacy of chemistry and improving their comprehensive quality in class.Due to the limited internship time and the limited curriculum of teaching practice,the application research of BOPPPS teaching mode has certain limitations,and it is hoped that it can be applied more in the subsequent work.