Study On The Effectiveness Of PBL Teaching Model In Biology Experiment Classes Of Senior High School

PBL(Problem-Based-Learning)is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles.As opposed to direct presentation of facts and concepts,while groups of students leading by their teachers with problem-solving practices,PBL can promote the development of critical thinking skills,problem-solving abilities,and communication skills.Thus,the core concept of PBL fits the requirements of our new curriculum reform focusing cultivation of students' abilities.This work aims to establish then verify a PBL-based teaching model effective enough for biology experiment classes in senior high school,to improve students' learning scores,experimental exploration skills and comprehensive qualities.This study mainly consists of two parts:(1)clarify and explain the content of PBL teaching model by literature research: clarifying the PBL model,PBL teaching design and its theoretical basis by literature review of both domestic and abroad references;initiate the survey for experiment teaching condition of senior high school biology study,which helps to interpret the experiment learning of students and reveal teacher's cognition and application of PBL model;according to the results of our survey,PBL teaching designs for senior high school biology experiment classes were constructed focusing on teaching objectives,teaching content,problem setup and course flow.To illustrate such concept,study cases consisting of three types of experiments were established,including a demonstration experiment,a validating experiment along with an inquiry-based experiment.(2)Comparative studies for students' learning status before and after the application of PBL teaching model were carried out by experimental research: monthly examination scores and questionnaire survey results of students were investigated,and two classes showing insignificant difference prior to our research were carefully picked for PBL teaching(experimental class)and conventional teaching(control class)subjects,respectively;evaluation standards and methods for teaching effectiveness were then established for these two classes,so that in-class performance,scientific inquiry ability,and learning scores before and after PBL teaching could be calculated,counted and characterized for them.The results show that:(1)The PBL teaching model is a good way for elevating effectiveness in experiment classes.(2)Experiment teaching by PBL promotes the cultivation of students' scientific inquiry ability,significantly.(3)The PBL model plays a positive role in improving students' academic performance.(4)The PBL experiment teaching is feasible in practical teaching process.It could be considered as an effective way of teaching in biology courses of senior high schools,that worthy of thorough study and took as a practical teaching method in experiment classes.