The Practice Research Of C-PBL Teaching Mode In Biology Concept Teaching In Senior High School

With the advancement of new curriculum reform and the change of educational concepts,Biology Curriculum Standards for Ordinary Senior High Schools(2017Edition,2020 Revision)highlights the importance of biological concepts and the value of learning biological concepts to improve students' core literacy.Biological concepts are the backbone of basic knowledge of biology.Learners' cognition and mastery of biological concepts are not only the process of acquiring knowledge,but also the process of forming individual innovation ability and improving comprehensive quality.In the C-PBL(Problem-based Learning in Cooperative Groups)teaching mode,which is systematically established after the integration of PBL(Problem-based Learning)method and group cooperative learning method,students carry out group cooperative activities around problems.It fully embodies the process of students' independent construction of knowledge.Therefore,this study attempts to apply C-PBL teaching mode to biology concept teaching in high school,in order to promote the effectiveness of concept teaching,and provide reference for front-line teachers to carry out concept teaching and curriculum research by using C-PBL teaching mode.This study sorted out the research background,research status and relevant theories by literature research method,summarized the connotation,characteristics and basic elements of C-PBL teaching mode according to the advantages and disadvantages of PBL teaching method and group cooperative learning method,combined with the basic process of C-PBL teaching mode and the basic links of biology concept teaching.The concrete implementation process of C-PBL teaching mode in high school biology concept teaching is constructed.Case study method was used to analyze the applicable scope of C-PBL teaching mode,define the concept teaching content applicable to this mode in compulsory 1 “Molecules and Cells” module,select appropriate subject design teaching cases,and modify and improve the teaching design according to experts' opinions.Under the guidance of the above theoretical basis,four classes of a senior high school in HF City were taken as experimental objects to carry out practical research;After the teaching practice,concept test was used to test students' learning of concepts,and questionnaire was used to analyze students' attitude towards C-PBL teaching mode,the effect of students' concept mastery and the development degree of comprehensive ability.According to the results of concept test questions,questionnaire and student classroom evaluation scale,C-PBL teaching mode can effectively promote students' learning effect of biological concepts.In addition,the model plays a good role in improving students' interest in learning and enhancing their problem awareness and cooperation ability.In accordance with the practical conclusions and the deficiencies in the research,the following suggestions are put forward for teachers to use C-PBL teaching mode to teach biology concepts in senior high schools:(1)Cultivate students' basic cooperative ability before the implementation of teaching;(2)Deal with the new problems raised by students in the activities;(3)Scientific and effective management of classroom activities.