Practical Exploration Of Senior Three Biology Review Course Based On PBL Teaching Mode

Under the background of the comprehensive reform of new curriculum standard,new curriculum and new college entrance examination,cultivating students 'core literacy has become the theme of contemporary education reform.How to effectively improve students' scientific thinking ability in the biology review of senior three is of far-reaching significance.At present,most studies have focused on the theories and strategies of cultivating students' core biological literacy based on PBL teaching mode,but there is no in-depth research on the evaluation of core literacy.Combined with the problems such as short time,many ideas,large capacity and fast pace of the biology review class,this study applies PBL teaching mode to the biology review class,which effectively improves the efficiency of the review and effectively promotes the development of students' scientific thinking ability.Through literature review,the PBL teaching process suitable for biology review in senior three is sorted out,that is,creating situations,asking questions,refining problems,analyzing problems,group cooperation,independent inquiry,solving problems,display and exchange,feedback evaluation,summary and improvement,expanding problems,and applying what we have learned.The questionnaire method is adopted to take the students and teachers of a certain school as the survey objects.The results show that in the traditional teaching mode,teachers pay more attention to students 'knowledge mastery,are unable to give play to students' main initiative,and pay insufficient attention to the improvement of students' scientific thinking ability.In this study,students from four classes in grade three of a certain school were studied.The experimental group adopted PBL teaching mode,and the control group adopted traditional teaching mode.After 16 hours of teaching practice,the students in scientific thinking ability(P<0.05),and the academic performance of the experimental group was significantly better than that of the control group.The results show that the use of PBL teaching mode can effectively cultivate students 'scientific thinking ability,especially for induction and deduction,model and modeling ability obviously,the positive effect of students more significant,also can effectively promote effective points(unified defined undergraduate points)up and down within 5 points of the students,also can improve the students' problem consciousness.Through the teacher teaching effect evaluation tool and the student learning effect evaluation tool(teachers and students),it is found that the multi-angle evaluation is helpful to optimize the classroom teaching effect.However,in order to apply the PBL teaching mode well,teachers still need to prepare lessons deeply,set gradient questions,and grasp effective questions.To students' group construction before class,reasonable evaluation in class,after class need individual tutoring.