Research On Flipped Classroom Practice Of High School Chemistry Based On BOPPPS

The BOPPPS teaching model consists of six components:"Introduction,Objective,Pre-test,Participatory Learning,Post-test,and Summary." It is a student-centered teaching method that emphasizes student participation and feedback.It can be effectively complementary with flipped classroom.This article proposes a flipped classroom teaching model based on BOPPPS,which organizes classroom activities based on student self-learning and active participation to promote students’ independent learning abilities and improve teaching effectiveness.The article reviews the current research status of flipped classrooms and BOPPPS teaching models both domestically and internationally.It finds that there is room for improvement in the connection between pre-class and in-class teaching activities in flipped classrooms,as well as the management of classroom order.In addition,the implementation of the BOPPPS teaching model is limited by class time and capacity.Based on this analysis,the article defines the core concepts of"BOPPPS teaching model" and "flipped classroom" and analyzes the guidance of constructivism theory,humanism theory and learning pyramid theory for this study.Based on theoretical support,the study investigated and analyzed the current situation of high school chemistry teaching.It found that the classroom teaching format is single,and student learning enthusiasm and classroom participation are low.Based on the needs of students’ development and the current teaching situation,the study combined the characteristics of flipped classrooms and BOPPPS teaching models to construct a BOPPPS-based flipped classroom teaching implementation model.The second chapter of the People’s Education Press’s high school chemistry textbook "Sodium and Its Compounds," was selected as a teaching case.Students self-study using videos and other materials before class and actively participate in answering questions during class.Finally,the study evaluated the practical effects of the model through questionnaires,interviews,classroom observations,and testing.Research results indicate that the experimental group’s average score was 7.68 points higher than the control group,demonstrating that the BOPPPS-based flipped classroom teaching model helps improve students’ chemistry learning achievement.Classroom observation data shows that the experimental group outperformed the control group in terms of learning status,questioning frequency,and participation in classroom activities.Questionnaire results show that 86%of students agree with this teaching model,and their enthusiasm for learning,learning habits,independent learning ability,and summarization skills have improved.Teacher interviews indicate that chemistry teachers have a positive attitude toward applying this model to teaching,believing it helps improve student motivation and classroom participation.Therefore,this study highlights the importance of student-centered teaching and the transformation of learning methods,and has practical significance for high school chemistry education.