A Case Study Of High School Biology Teaching In Which Project-based Learning Cultivates Students' Innovative Ability

The Outline of the National Medium-and Long-Term Education Reform and Development Plan points out that the current students’ ability to adapt to the society,employment and entrepreneurship is not strong,and innovative,practical and versatile talents are in short supply.It points out that the science curriculum of senior high schools should be oriented to all students to improve their scientific literacy and meet the national development needs of breeding scientific and technological innovation talents.Project-based learning is a learning activity centered on students’ finding and raising problems.The learning process is often a group collaboration activity,and the learning results are presented in various forms.Students have high initiative and enthusiasm in learning,which is conducive to the cultivation of students’ innovation ability.In recent years,the application research of project-based learning has gradually attracted the attention of teaching workers,focusing on the application of project-based learning in schools at all levels and in all disciplines,looking for the combination point of project-based learning and curriculum,so as to deepen the curriculum reform and implement the cultivation of core qualities.This research project learning was applied to the high school biology teaching,first of all,using the literature research of project learning and innovation ability of the related research at home and abroad literature,found that project learning research both at home and abroad more and more,but more is in terms of physics,chemistry,biology study is less,and many literature has pointed out that high school biology classroom learning project to conducive to the cultivation of students’ innovative ability,but the lack of specific empirical research.At present,the problems in the cultivation of innovation ability in high school biology classroom include: traditional teaching mode,students’ low interest;Ignoring experimental teaching,students’ creativity is not strong and so on.Students’ innovative ability can be cultivated through the following ways: creating problem situations to stimulate the formation of students’ innovative thinking;To create a harmonious atmosphere and stimulate students’ desire for innovation;Strengthen experimental teaching and enhance students’ innovation ability.Secondly,using the questionnaire survey method to test the innovation ability of the students,it is found that the experimental class and the control class are in the general level of innovation ability.Based on this,design specific project-based learning activities,carry out experimental teaching,and test students’ innovation ability.SPSS 2.0 was used to conduct statistical analysis on the collected data to analyze the difference of innovation ability between experimental class and control class before and after experimental teaching.The results show that project-oriented learning has significant effects on students’ critical thinking,agility,flexibility and risk-taking,curiosity and imagination in innovative thinking ability(P < 0.05).The innovation of this study is that under the new education environment will project learning combined with biological teaching,at the same time from the innovative thinking ability and personality of multiple dimensions to explore in the high school biology learning project to the cultivation of student’s innovation ability,to verify the project learning to improve students’ innovation ability,from two aspects of theory and practice to explore the project learning effect on the cultivation of innovation ability.