Research On The Application Of Problem-based Teaching Mode In Deep Learning Of Biology In Senior High School

With the release of Biology Curriculum Standards for General Senior High Schools(2017 Edition and 2020 Revision),promoting students’ deep learning has gradually become the new focus of biology teaching.However,the traditional teaching model is less and less suitable for deep learning teaching,and a variety of new teaching models emerge as The Times require.PBL teaching model has become a typical representative of high school biology deep learning,whose goals and concepts are highly consistent with deep learning,changing the traditional teaching model of teacher-centered and cramming teaching,and promoting the formation of a student-centered classroom teaching ecology.Therefore,this paper aims to explore the application effect of PBL teaching model on high school biology deep learning.Through questionnaire survey and interview,part of the students and biology teachers in 21 high schools in different regions and levels in Chongqing were investigated to understand the current situation of deep learning of high school students,the use of teaching mode and the existing problems of teachers in promoting deep learning teaching of students.Through the literature collection,understand the operation process of PBL teaching mode and the existing problems,and according to the practice of school students’ learning,psychological characteristics improvement process of PBL teaching mode in teaching practice research,further analysis of PBL teaching mode for students to carry on the depth of the high school biology study,the influence of to a reasonable and efficient for the design of deep learning teaching mode.The results of the current investigation show that:(1)The situation of teachers and students in deep learning and teaching is not good:(1)The students in the cognitive field dimension and emotional field dimension are at the average level,the thinking field dimension is at the qualified level;There are differences among different school types and school regions: municipal directly affiliated schools and key schools are better than ordinary schools;Central urban area and northwest Chongqing are better than other areas;(2)Some teachers pay less attention to students’ deep learning in teaching,and believe that it is difficult to promote students’ deep learning teaching,especially the lack of appropriate teaching methods and the difficulty to measure the learning effect.(2)PBL teaching mode is rarely used in deep learning teaching.Most teachers mainly use traditional teaching mode and learning plan teaching mode.PBL teaching mode has not been used in deep learning teaching.The main reason is that there is little research on PBL teaching mode,the understanding is unclear,and it is difficult to grasp the corresponding links and the evaluation of deep learning effect.(3)Literature research shows that the existing PBL teaching mode flowcharts for deep learning are not fully applicable to all schools and various disciplines,especially some flowcharts do not have students’ independent learning links,which deviates from the student-centered teaching theme.The results of teaching practice show that:(1)PBL teaching model has a better promoting effect on deep learning of high school biology:(1)It has a significant effect on knowledge construction,knowledge integration,application and transfer in cognitive field;(2)The critical thinking in the field of thinking has a great improvement,but the effect in the innovative thinking is not significant,the main reason may be that the innovative thinking needs more time to cultivate;(3)The effect of self-reflection and summary in the field of emotion is very significant,but the effect of values is not significant,the main reason is that values are difficult to change in the short-term teaching;(4)The thinking structure divided by SOLO classification level has changed,in which the extended abstract structure and the relational structure have both improved,indicating that the PBL teaching mode has a positive influence on the extended abstract structure and the relational structure of students’ deep learning.(2)The optimized and improved PBL teaching model mainly consists of five links:(1)"divide groups and prepare textbooks" : understanding the learning situation and promoting the activation of existing knowledge;(2)"Scenario creation,question" link:create a positive learning atmosphere,ensure the effectiveness of the problem and the creation of the scene;(3)"Cooperative discussion,problem solving" link: always pay attention to,timely point,to ensure the acquisition of new knowledge;(4)"Achievement display,internalization of knowledge" link: supplement content to ensure effective internalization of knowledge;(5)"Summarize and reflect,sublimate the problem" :emphasizing summary and reflection to promote the effective construction of knowledge;Present problem sets or real life problems to ensure depth of knowledge.In view of the above results,the following suggestions are put forward to optimize the PBL teaching mode and promote the deep learning of high school biology:(1)At the school level:strengthen teacher training;Lighten teachers’ extracurricular tasks;Supervise teachers to develop PBL teaching mode operation process for teaching.(2)At the teacher level:excavate teaching material resources,establish PBL teaching mode operation process in line with students’ characteristics,and edit teaching design;Find students’ interest points,create problem scenarios,stimulate students’ interest;Establish a positive classroom atmosphere,encouraging the guidance and evaluation of students,help students to build confidence and problem-solving enthusiasm.(3)Students:learn to summarize;Establish the habit of self-reflection;During the session of "Cooperative Discussion and Problem Solving",participants should actively participate in group discussions and critically think about the issues raised by themselves and their team members.