The Application Study Of Problem-based Learning Mode In Life Science Teaching In Junior High Shool

The course of life Science is one of the basic courses in naturalsciences in Junior High school. Its purpose is to cultivate every student’squalities of life science. It advocates the ways of learning such as"independence, discovery, cooperation" by the means of observation,experiments, and exploring. During the life science classroom teaching,the theories of Problem-based Learning (PBL) can optimize classroomteaching, stimulate students’ interest of learning and improve thestudents ability of solving problems, so that students can not only learnthe basic knowledge, skills and methods but also develop their abilitiesof critical thinking and creative thinking. The application research of thetheories of Problem-based Learning (PBL) follows the teaching requestsof “the curriculum standards of life science in high school” and it has theimportant practical significance to deepen the life science curriculumreform and optimize life science classroom teaching.This thesis fully explains the theory value and practical significanceof Problem-based Learning (PBL) in life science classroom teaching injunior high schools by PBL literature search and theoretical study. Thethesis also builds a Problem-based Learning (PBL) Mode in Life ScienceTeaching in Junior High school. According to the science curriculumaims, the thesis presents the basic aims of (PBL) in Life Science Teachingin Junior High school: build flexible life science basic knowledge,cultivate the ability and learn the ways of science exploring, helpstudents have good attitude and right values, find out the basic steps of Problem-based Learning (PBL) in life science classroom teaching injunior high schools, set up different ways evaluations of Problem-basedLearning (PBL) in life science classroom teaching in junior high schoolsincluding self-evaluation, teacher-evaluation and problem-evaluation.The thesis uses the study ways of experiments and activities. Theexperiment chooses2classes of grade eight to compare PBL teaching.After the experiment, test the students about the related contents andanalyze the results of the experiment. The result shows: PBL teaching hasa significant influence on Life science teaching to improve the gradeeight students’ learning.On the basis of experimental PBL teaching, the students ofexperimental classes also carry on the questionnaire survey and haveinterviews. According to results of the survey:90%of the students like theteaching ways of PBL; most students think they gain a lot of knowledgeand improve their abilities such as cooperation, communication,getting information, problem solving, self-learning through PBL teaching.We learn from students’ interviews: PBL teaching plays an importantpart in increasing students’ confidence, improving their abilities ofworking together and establishing the good relationship betweenteachers and students.The research shows that PBL teaching can also stimulate students’interest of learning life science and develop students’ different abilities.In short, the Problem-based Learning (PBL) teaching in life scienceclassroom has great effects in junior high schools, which has goodeducational values and is worth spreading.The thesis also thinks over some problems in the real classroomteaching, and gives some suggestions for further study.