The Application Of Project-based Learning In Senior High School Biology Class

PBL(project-based learning)is a problem-based,product oriented teaching mode characterized by arousing students' enthusiasm.Its research materials come from life,with a variety of evaluation methods.In the process of project implementation,it helps students to form a knowledge framework,improve their ability level,solve problems and produce results.First of all,the first chapter lays the theoretical foundation for the full text.In the first chapter,it mainly includes six parts: research background,research status,research review,concept definition,research content and research significance.The first three parts are background statements,which analyze the current research situation of project-based learning.As for the research content,it mainly includes two parts: the first part is to construct the project-based learning mode to adapt to the traditional biology classroom,and develop the teaching design under the background of this mode;the second part is to be effective for the project-based learning teaching mode to adapt to the traditional biology classroom Sex was tested.Secondly,the second chapter studies the content of the first part.In the second chapter,the general mode of project-based learning in middle school biology classroom is described.Based on the basic process of the general mode,two teaching cases of "structure of ecosystem" and "energy flow of ecosystem" are presented.Both cases adopt the same teaching process,and the material selection and preparation of each key link of the teaching process are reproducible and generalizable.For example,the content selection of the data card can refer to the auxiliary teaching books and teachers' books,which increases the operability at the practical level.Thirdly,the third chapter studies the second part.In the third chapter,through the contrast experiment,the effect of project-based learning scheme is tested for half a semester.The results of the pre-test were analyzed to test the parallelism between the experimental class and the control class;the results of the post-test were analyzed to compare the results of the pre-test and the post-test.Based on the data,the effectiveness of the project-based learning teaching mode on the improvement of students' biological knowledge level was quantitatively tested.Finally,the "project-based learning teaching mode adapted to the traditional biological classroom to improve students' health" was concluded The knowledge level of the subject of things is effective and effective.Finally,in the fourth and fifth chapter,we put forward suggestions,summary and outlook.According to the implementation experience,six suggestions are put forward to adapt to the traditional classroom project-based learning,including the localization of material selection,the unification of teaching process,the autonomy of research process,the diversification of evaluation methods,the timeliness of praise and motivation,and the selection of exercises after class.It is believed that the college entrance examination is still the main mechanism of talent selection.In this context,project-based learning of full significance is difficult to promote and implement in the whole country,especially in the areas where education is relatively backward and resources are relatively insufficient.If the implementation of project-based learning can not be in place in one step,we can take a small step first,so that project-based learning can adapt to the traditional classroom to the maximum extent on the basis of ensuring its core concept and education value.