The Development And Application Of Life Science Research Course Based On Project Learning

The current modern society has an increasing demand for interdisciplinary talents, which has promoted more and more schools to offer different kinds of research courses. Thus, how to effectively design and implement research-based course has always been the concern of educators. Project-based learning(PBL)as a research-based teaching and learning mode has new ideas and strong practicability, moreover it caters to the learner’s cognitive law, thus it is very suitable for research courses. This model therefore is beneficial to cultivate students’ exploring spirit and innovation ability. The innovation of this subject lies in that it has fully absorbed the advantages of both PBL and research course to develop the courses suitable for students in order to achieve a whole greater than the sum of the parts.This topic adopts literature review, investigation and case study to pay close attention to the latest research trends at home and abroad, and then carries out study on the theory, development, application of the life science research-based course based on PBL. As for the theoretical research, the author firstly carries out a series of literature retrieval to make clear the definition, theoretical basis, key problems, components, implementation process of PBL, so as to lay an effective foundation for curriculum development. Secondly, the study analyzes the present situation of school discipline and students, then compiles the program of the life science research-based course suitable for the students and with characteristic of discipline according to the objective and outline of the life science course in Shanghai. Based on the above, the paper eventually establishes the curriculum goal, curriculum content and arrangement, as well as the specific methods of evaluation, thus completing the development of life science research-based course based on PBL.In the aspect of course application, the author has implemented one-year-long teaching practice in an experimental class, and carried out investigation and analysis on the students before and after practice. Finally, a complete set of life science research-based course based on PBL is formed combining with distinctive PBL cases such as experiment investigation case, investigation case and digitization case. Through case analysis and students’ research, the study finally verifies the effectiveness of PBL mode in the research-based course, and verifies that this kind of course can meet the requirements of teachers and students. It not only can promote the development of teachers in education concept, teaching methods, specialty literacy, and scientific research ability, but also can make students obtain real meaning construction and experience effective autonomous learning in a real situation. In this way, the students’ learning consciousness, exploring ability, knowledge level all have been effectively improved.Based on this study, the author on the one hand gets familiar with the development process of research-based course and has successfully constructed the life science research-based course based on PBL in the school. On the other hand, after practicing, the author also has obtained a lot of achievements which have a promoting effect both on teachers and students. At present, the life science research-based course based on PBL is till under implementation and the author will carry out further study and investigation focusing on the previously found problems. In addition, the author hopes that this study will draw the attention of educators on PBL, and the PBL can be used in the research-based course to effectively pay its advantages.