Application Of Integrating Problem-based Teaching Method Into High School Biology Teaching In Heyuan City

High school biology is a significant part of natural science,it plays a key impact on learning scientific and cultural knowledge for high school students. High school biology teachers is used to teaching the concepts or principles of biology textbooks, while laying little emphasis on process skills for learning, scientific attitude and problem solving abilities. Problem-based teaching method advocate active learning spirit. The problems as the main learning situations can lead students into a state of psychological unbalance when the original knowledge and experience can not solve new problems. This method can inspire high school students to actively explore the unknown and is one of the best teaching methods in biological sciences. The research focuses on the depth of investigation and analysis on high school biology teaching with problem-based teaching method in Heyuan city. It points out the difficulties and reasons about high school biology teaching with problem-based teaching method. The author puts forward the relevant countermeasures.Recently foreign researchers of problem-based teaching focus on natural disciplines and real problems of learners’ life and advocate autonomous and cooperative learning accordingly. With the development of the new curriculum reform, domestic scholars also start to pay close attention to this. However, many scholars of China focus on theoretical studies of problem-based biology teaching and ignore practice research of classroom instruction. In order to analyze the application status of problem-based biology teaching in Heyuan city, the researcher adopts self-made questionnaire as a major investigative tool, interviews between teachers and students, and classroom observation. The study clearly points out problems encountered in problem-based biology teaching in Heyuan city and analyzes the causes of them. What’s more, the researcher puts forward relevant countermeasures and verifies the effectiveness of the problem-based teaching strategies through educational experiment.Main conclusions of the study are as followed: first of all, based on the investigation we discover that high school biology teachers lack problem-based teaching awareness and they still adopt the traditional lecture-style teaching because of heavy tasks and pressure of the college entrance examination. At the same time, we find that most students are not aware of problem-based learning and have no interest on biology. Secondly, after conducting a problem-based biology teaching at Dongjiang middle school middle school attached to Guangzhou University in Heyuan city, we get to know that the learners’ academic performance has been greatly improved and their active learning in classroom increases obviously. Last but not least, the learners start to realize the significance of self-study on biology. All students and teachers come to know that adopting problem-based teaching method can help students learn effectively in high school biology classroom. They will be more confident to put forward their views and questions about biology learning and then find out the solutions to the problems.