The Impact Of PBL Biology Teaching On Problem Solving Of High School Students

In the era of information explosion,students are exposed to a variety of different problems almost every moment in real life.In addition,domestic high school biology education reforms also pay attention to the background of the formation of students' core literacy,and the need to cultivate students' problem-solving skills has become increasingly prominent.As a problem-based learning model,PBL(problem-based learning)emerges from time to time,and domestic scholars take the best of it and explore it.The main purpose of the research work is twofold.One is to combine the biology classroom practice and the characteristics of PBL,to find out the specific implementation process of PBL suitable for the academic situation and the characteristics of the subject,and to implement it in the high school biology department.The second is to explore whether it has an impact on students' problem-solving based on the implementation of the PBL biology classroom.The main research purpose is to verify the impact of PBL biology classroom on students' problem solving ability.Mainly through the quasi-experimental research method,the problem-solving scale and problem-solving attitude scale were put into a first-grade senior high school in Hangzhou as a convenient sample,and students from parallel classes with similar pretest situations were selected as research objects and randomly selected.Two classes(402,403)were used as experimental groups to carry out PBL-based biology classes,and collected process materials such as group cooperative study sheets and interviews.Students in the other two classes(405,406)acted as a control group to carry out the teaching of the same biology teaching content.Three months later,the problem-solving scale and problem-solving attitude scale were re-launched.The results show that compared with the traditional biology classroom,the implementation of PBL biology classroom can solve the problem-solving abilities of high school freshmen in “proposing possible solutions”,“taking actions according to strategies”,and “assessing the effectiveness of actions”.Help;while the traditional teaching mode generally has no significant effect on the problem-solving of the freshman,the two dimensions of "acting according to strategy" and "evaluating the effectiveness of action" have a significant negative effect(the traditional teaching mode The average performance of the "evaluation of the effectiveness of the action" dimension has a very significant negative impact,the "evaluation of the effectiveness of the action" dimension),the other three dimensions have no significant impact.In terms of the difference in the average performance of different genders in problem-solving abilities,the average score performance of girls in the “Evaluation of Action Effectiveness” dimension was higher than that of boys,and the other dimensions were not obvious.In addition,the PBL biology classroom is generally beneficial to the improvement of the attitude of high school students in problem solving,which is reflected in the increased confidence in pr$oblem solving,and the self-control style has also improved significantly,but the style of avoiding problems has not changed much.One student only showed a significant decrease in the "avoidance style" dimension,while the other two dimensions had no significant impact.From a gender perspective,in terms of the impact of PBL on the problem-solving attitude of high school students,girls 'performance in the problem-solving model of PBL is better,and boys' performance in self-control style is better.In terms of implementation difficulties,teachers will encounter difficulties in designing problematic situations and slow progress in teaching.