Research On The Cultivation Of Students' Biological Problem-solving Ability Based On PBL Teaching Mode

The cultivation of students' biological problem-solving ability is not only the requirement of senior high school biology teaching under the background of new curriculum reform,but also the need of students' own healthy development.The PBL teaching mode,which was born in the field of medical education,is conducive to the cultivation of students' problem-solving ability,and also highly meets the requirements of high school biology teaching practice.Therefore,this paper discusses the cultivation of students' biological problem-solving ability based on PBL teaching mode.By using the methods of literature research,investigation research and statistical analysis,this paper constructs the teaching path of senior high school biology based on PBL teaching mode to cultivate students' biological problem-solving ability,and takes the students of class 11 and class 12 of senior one in a middle school in Guilin,Guangxi as the research object,to discuss the attitude of students' biological problem-solving ability in the face of biological problems Teaching practice research is carried out in three dimensions: the way of solving biological problems and the quality of solving biological problems.Through the collection and analysis of the questionnaire data and biological examination results before and after the teaching practice,the following research results are obtained: first,there is no significant difference in the three dimensions of biological problem-solving ability between the students in class 11 and 12;second,there is no significant difference in the three dimensions of biological problem-solving ability between boys and girls The difference of authorship.This shows that PBL teaching mode has no significant effect on students' biological problem-solving ability because of class differences and gender differences.Secondly,there are significant differences in the three dimensions of all experimental students' biological problem-solving ability before and after teaching practice,which shows that PBL teaching mode can cultivate students' biological problem-solving ability.Third,there is no significant difference in the monthly test results and the final test results between the students of grade one(11)and grade one(12);there is significant difference in the biological test results between the students of grade one(11)and grade one(12)before and after the teaching practice.This shows that PBL teaching mode can improve students' biological performance,and the effect will not be significantly different because of class differences.Therefore,the author comes to the following conclusions: first,based on PBL teaching mode,senior high school biology teaching can cultivate students' biological problem-solving ability.Second,based on PBL teaching mode of high school biology teaching,can improve students' biology examination results.In view of the shortcomings of this study,the author puts forward the following prospects: first,increase the number of research samples;second,increase the evaluation indicators.Third,we should understand and analyze the factors that restrict students' ability to solve biological problems.