Research On The Teaching Practice Of PBL Teaching Method In High School Biology

The modern society is a society of talent competition.The cultivation of talents cannot be achieved by the traditional teaching method of knowledge infusion alone.Instead,students should passively accept it and stimulate their learning motivation and actively participate in classroom learning.The new biology curriculum standard2017 points out that senior high school biology teaching should encourage students to actively participate in the class,cultivate students to find problems in life,and use existing biological knowledge and conditions to solve the problems they find,and improve students' ability to find and solve problems in the process of constantly finding and solving problems.Therefore teaching with traditional teaching methods can not meet the new standard requirements for the cultivation of the students' Problem consciousness,and PBL(Problem-based Learning)teaching mode is a real hot topic as the study background,cooperative Learning group as the basic unit of study,students as the main body of Learning,a teaching mode,teachers' leading more than the traditional teaching method of teaching can cultivate the students' Learning interests and comprehensive ability,thus put forward the application of PBL teaching method in high school biology teaching has important practical significance.This practice study of two grades through the education experiment method,learning motivation,etc,etc,are almost the same class USES the biology required three chapter 2 "through the adjustment of the nervous system" and "immunity" of PBL teaching method of practice teaching,the teacher according to create problems,introducing,guides the student to analyze,collect data,group discussion and summarize the teaching process,through the assignments,group discussion in comprehensive evaluation of students' motivation to test scores,and analyze the experimental classes and that in comparative classes in PBL difference between before and after the experiment teaching:Through the questionnaire "high school biology learning status questionnaire","PBL experimental teaching post test questionnaire" and interviews with students,the changes of students' academic performance and learning motivation before and after the experiment,SPSS 21.0 software was used to analyze the effect of PBL teaching method in cultivating students' learning motivation and other aspects.Finally,based on the problems and shortcomings encountered in the practice process,this paper puts forward Suggestions on the application of PBL teaching method in high school biology.According to the data analysis,it can be known that :(1)there is no significant difference between the experimental class and the control class before the experiment.Improving academic performance is a gradual and long-term learning process,which cannot be achieved overnight.The application of PBL teaching mode also requires long-term teaching practice to improve students' academic performance.(2)compare the experimental classes and that in comparative classes after the experiment the students learning motivation,and answer questions will,intention and self-expression four sorts of questionnaire scores found that experimental class student's question and answer will and self-expression has significant difference with that in comparative classes,students' learning motivation no significant difference with that in comparative classes,but after deducting their test scores before comparing measurement variation before and after using experimental classes students than that in comparative classes of students in the learning motivation can be found significant improvements.To sum up,PBL teaching method requires teachers to pay attention to hot topics in life,dig out scenarios related to biological knowledge,combine the background and characteristics of students' real life,design topics suitable for students to discuss to enhance their interest in learning,and optimize the teaching process to improve teaching efficiency.At the same time,teachers should pay attention to improving classroom management ability,and avoid just presenting problems to students and allowing them to play freely,and then turning into herding sheep teaching.Before assigning after-class group tasks,the teacher shall report to the relevant management department of the school.The teacher shall follow up the learning tasks of the students in the whole process,so as to ensure the learning efficiency and not affect the normal self-study of other classes.