Research On The Application Of PBL Teaching Model In The Teaching Of Important Concepts Of Biology In Junior Middle School

The PBL(Problem-Based Learning)teaching model was first applied to the field of medical education and gradually extended to various disciplines and primary and secondary education.The problem-centered view it advocated was in line with the overall trend of China's new curriculum reform.However,there are not many studies on the application of the PBL teaching model to biology teaching in China.Therefore,this paper aims to combine the PBL teaching model with traditional concept teaching,to sort out a set of concept teaching links under the guidance of the PBL teaching model.This teaching link is used in teaching practice research,hoping to explore the problems within the group and cultivate students' problem awareness and cooperation awareness.At the same time,experimental conclusions are drawn from the experimental results,providing materials for other scholars to explore the "PBL teaching mode" or "concept teaching",and providing teaching reference for frontline junior high school biology teachers.This article is divided into five parts.The first part elaborates the reason for choosing the topic,the significance of the research,the research content and methods.The second part is an overview of the theoretical points of the article.Firstly,the research status of the PBL teaching model at home and abroad and the general development of the research process are introduced,as well as the connotation of the PBL teaching model.The PBL teaching model and the process of letting students take real problems as a learning background,and let students build knowledge around problems,through this process,students can master flexible learning and thinking methods.Its basic elements include situation,problem,student,teacher,and evaluation.The linksof the PBL teaching model were discussed and summarized as(1)Creating a learning group.(2)Create problem situations.(3)Find contradictions and ask questions.(4)Collect information and determine the plan.(5)Solve problems and show results.(6)Comprehensive evaluation,reflection and summary.At the same time,"Biology Concept","Concept Teaching" and its basic links are introduced,including five major links: introduction,formation,consolidation,and deepening.Finally,based on the understanding and fusion of "PBL teaching mode" and "concept teaching",the author condensed and concluded a set of "concept teaching links under the guidance of PBL teaching mode".The third part sorts out the relevant teaching content.First,sort out the 50 important concepts of junior high school biology,then sort out the teaching content in teaching practice,and list the important concepts,superordinate concepts,subordinate concepts and corresponding factual knowledge of each section.Then according to the "teaching link" summarized in the second part,the teaching design is prepared for teaching practice.The fourth part is the teaching practice part.In a real and natural teaching environment,conduct teaching practice according to the pre-class,in-class,and after-class stages.In this process,students are evaluated in a process,and after the teaching practice is completed,the results are evaluated.Results evaluation includes two parts: immediate test and delayed test.The fifth part and the conclusion part of the article.Through the study of teaching practice and theoretical learning,this topic draws the following conclusions:(1)In the classroom teaching,the question string is the main line,so that students can be transformed into real problem explorers,which can effectively improve the efficiency of classroom teaching.(2)The concept teaching under the guidance of the PBL teaching model can improve students 'classroom participation and enhance students' understanding and memorization of concepts.(3)Combining process evaluation and result evaluation can more comprehensively evaluate students' learning results.