Design And Empirical Study Of BOPPPS Teaching Model In Blended Learning Environment

Secondary vocational schools are the main field of professional and skilled personnel training in our country,every year for the country to transport millions of skilled personnel from all walks of life,is the "backbone" of vocational education in our country.However,the learning status of secondary vocational students is not optimistic,there are practical problems such as low learning enthusiasm and low classroom participation,which seriously affect the quality and effect of students' learning.BOPPPS teaching model is an important topic in the research of education theory and practice at home and abroad.It has good practical effect in improving students' learning enthusiasm and initiative.At the same time,blended learning is the direction of teaching reform vigorously advocated by the state.In the blended learning environment,it is of great significance to construct the BOPPPS teaching mode for secondary vocational students and explore ways to improve students' learning interest and classroom participation.The main methods used in this study include literature research,field observation,questionnaire survey,interview and action research.Literature research method is adopted to sort out the literature related to the existing BOPPPS teaching mode at home and abroad,and build the BOPPPS teaching mode in the blended learning environment on the basis of the existing research results and relevant teaching theories.Through the action research method,the BOPPPS teaching model is constantly iterated and revised in practice.Data were collected and analyzed on students' classroom learning status,participation in class,attitude change and other aspects by means of questionnaire survey,interview and field observation to test the change of students' learning status before and after the implementation of experimental variable BOPPPS teaching mode.This study is divided into five parts.For the first part,it describes the background and significance of the research,summarizes the research status of BOPPPS teaching mode of domestic and abroad,and introduces the content,ideas and methods of this research.The second part defines the relevant concepts and theoretical basis of the study.The third part explores the teaching status of secondary vocational schools and constructs the BOPPPS teaching mode under the blended learning environment for secondary vocational schools.The fourth part carries out action research in practice.Through two rounds of planning,action,observation and reflection,the problems found in practice are solved,the model is revised and improved,and the results are obtained.The fifth part draws the research conclusion through the research,analyzes the innovation and deficiency of this research,and makes the prospect.In view of the practical problems of low classroom participation and low learning enthusiasm of secondary vocational students,in the online and offline blended learning environment of "Super Star Learning Pass + Computer Room",the BOPPPS teaching mode is designed and practiced with "students' independent learning before class + teachers' guidance in class,students' group cooperation and report + after-class summary and consolidation" as the learning method and "classmates' evaluation + teachers' evaluation" as the evaluation method.In the course of firewall Technology for network security major,the influence of the reconstructed BOPPPS teaching mode on students' classroom participation and academic performance is verified.The results show that BOPPPS teaching mode can promote students' cooperative and inquiring learning in class,and improve students' participation in class to a certain extent.After a semester of model practice,students' academic performance has been significantly improved.