Research On The Application Of Micro-project Based Learning In High School Biology Education

The orientation and characteristics of project-based learning(PjBL)are highly consistent with the direction of the basic education reform in China and suitable for the cultivation of innovative talents.And its application in education has a very broad prospect.However,compared with the traditional teaching mode,the implementation of PjBL has so many objective factors such as difficulty,time consuming and higher requirements on the knowledge base of the performers.The current teaching practice of PjBL has not been fully applied in conventional teaching.Therefore,while retaining the advantages of PjBL,it is possible to achieve "project miniaturization" by shortening the class hours and reducing the difficulty of operation,that is,microproject-based learning(MPjBL).So it can be organically combined with conventional teaching.In this paper,both theoretical and experimental investigations are carried out on the application of MPjBL in high school biology teaching.In terms of theoretical research,the author reviews the current status of the research on PjBL and MPjBL based on the domestic and international literature.The paper summarizes the development and changes of the concepts and characteristics of PjBL and MPjBL,the key research areas of PjBL and MPjBL,the application of PjBL and MPjBL in the teaching of different disciplines.Based on the literature collection of PjBL and MPjBL implementation data and the guidance of pragmatism theory,constructivism theory,discovery learning theory and multiple intelligence theory,relative MPjBL is designed and improved according to existing problems.Combining the characteristics and ideas of the high school biology curriculum,MPjBL is a learning method suitable for high school students.In terms of experimental investigation,two parallel classes in a middle school in Jinan were selected as the research object.The two parallel classes were divided into the experimental class and the control class for teaching experiments.The experimental class is treated by a combination of traditional teaching and MPjBL,while the control class is treated only by traditional teaching.Academic performance,learning interest and comprehensive abilityincluding cooperation and communication ability,problem solving ability,innovative thinking ability and biological information literacy are investigated using questionnaire survey methods.The data statistics are engaged by the comparison between the tests of before and after study in the experimental class and the comparison between the post tests of the experimental and control class.The results show that the average score of the experimental class is significantly higher than that in the control class.The post-test of biological learning interest,biological information literacy,cooperative communication ability,problem-solving ability and creative thinking ability of the experimental class are significantly better than that of the pre-test and the control class.Based on the theoretical and experimental investigations,the results show that MPjBL is a learning method suitable for high school biology.The application and implementation of MPjBL can not only improve students' learning interest and academic performance,but also have a significant effect on the improvement of comprehensive ability.This study provides somereference for the application of MPjBL in the high school biology teaching.