Practical Research On The Teaching Of Important Concepts Of Biology In High Schools Under The PBL Teaching Model

The purpose of school education is to cultivate useful talents,promote the all-round development of students,and prepare students for their future lives.The biology curriculum is an important part of science education,and its fundamental task is to improve the core literacy of biological disciplines required for students' lifelong development.In the basic concept of the middle and high school biology curriculum in the "General High School Biology Curriculum Standards(2017 Edition)",it is pointed out: "The compulsory and selective compulsory module content focuses on the big concept,so that students can deeply understand and apply important biological concepts,and develop the core literacy of the biology discipline." "The important concepts of biology are supportive and specific descriptions of the big picture,so the teaching of important concepts is the basis for the implementation of the big concept."The scientific thinking contained in the "General High School Biology Curriculum Standards(2017 Edition)" refers to the thinking habits and abilities of "respecting facts and evidence,advocating a rigorous and pragmatic attitude of curiosity,and using scientific thinking methods to understand things and solve practical problems." "The PBL teaching model is considered by most researchers at home and abroad to be one of the effective ways to cultivate and develop students' scientific thinking.Therefore,this study will use the PBL model to teach important concepts of biology in high schools as a core question.In this study,the relevant literature was sorted out by literature research method,the thesis ideas were determined,and the questionnaire and classroom observation scale of students' learning of important concepts of biology in high school were compiled.The paper uses questionnaire survey method and experimental research method to select two classes of the second grade of a middle school in Guilin City with the same level as experimental classes and control classes,respectively,the experimental class adopts the PBL mode for important concept teaching,and the control class adopts conventional important concept teaching to carry out a one-semester differentiated teaching experiment.Before the start of the experiment,the students' admission results were collected and the "Questionnaire on the Learning of Important Concepts of Biology" was distributed to the students,three representative lessons were selected in the experiment for observation,and the final results of the biology of the students were collected after the end of the experiment and the "Questionnaire on the Learning of Important Concepts of Biology in Biology" was distributed to the students.The analysis of the post-test data of the experimental class and the control class can be seen:(1)In the important concept learning,the learning interest level and classroom participation of the students in the experimental class are significantly higher than those of the control class,and although there is no significant difference in the problem-solving ability and knowledge transfer ability of the two classes,the difference between the two classes is gradually increasing by comparing the data of the pre-test and the post-test.(2)In the comparison of the aftertest results of the experimental class and the control class,it can be seen that there is no significant difference in the aftertest scores of the two classes,but through the comparison of the pre-test and post-test,it can be seen that the average score of the experimental class is higher than that of the control class,and the P value is gradually closer to 0.05,and the difference between the two classes gradually becomes larger.Based on theoretical and practical research,the thesis concludes that(1)the adoption of the PBL teaching model in the teaching of important concepts can improve students' biology performance.(2)The use of PBL teaching mode in the teaching of important concepts can cultivate students' interest in learning,improve classroom participation,and promote the development of students' problem-solving ability and knowledge transfer ability.(3)The teaching of important concepts in the PBL teaching mode should follow the principles of problem,situation,inquiry and cooperation.According to the practice,the following suggestions are put forward:(1)PBL teaching should be based on academic conditions;(2)PBL teaching should pay attention to students' generative problems;(3)PBL teaching should pay attention to problem solving methods and approaches.