Practice Research On PBL Teaching Model To Enhance Junior High School Students' Participation In Biology Class

With the continuous innovation of educational concepts,more and more educators have realized the significance of "student-centered".If classroom teaching is teacher-centered,students' dominant position and initiative will not be guaranteed,and students will mechanically participate in the classroom.Therefore,students should be guided to actively participate in the classroom and take the initiative to learn.PBL teaching mode just meets this need.It is a mode to help students acquire the ability to solve problems by guiding students to closely connect theoretical knowledge with daily life in the form of group cooperative learning with real life cases in problem situations.Therefore,the application of PBL teaching mode to biology teaching in middle school,whether PBL teaching mode can effectively improve students' participation in biology class has become the main content of the research.This paper adopts literature research method,questionnaire survey method and action research method to carry out the research work from two parts of theory and practice.In order to test the effectiveness of PBL teaching mode in improving students' participation in biology class,we conducted a questionnaire survey(pre-test)to investigate the current situation of students' participation in biology class,and conducted another survey(post-test)after teaching practice.In addition,the author also used in-class testing to test the role of PBL model in improving students' academic performance in the teaching practice.Questionnaire before the test results show that the students of the biology classroom participation in the medium level,the survey found students studying biological study consciousness is not strong,for some of the most difficult subject students cannot continue to dig deep,solve the problem of consciousness,the lack of independent data access and learn less time,insufficient spare time use.In addition,students use too many shallow cognitive strategies such as "sea of questions tactics" when learning biology courses.They do not pay attention to the close connection between knowledge and real life and ignore the deep cognitive strategies.Many students are anxious and bored when learning biology,which affects their class participation level.In view of the existing problems of student participation,the author organized a teaching experiment.After the experiment,the following conclusions were drawn: When PBL teaching mode was used in biology classroom teaching,the level of classroom participation of students in the experimental class was significantly higher than that in the control class,and the overall level had reached a high level.The level of all dimensions of students in the experimental class also significantly improved compared with the pre-test,indicating that teaching based on PBL teaching can help improve students' participation in biology class,students can deepen the connection between theoretical knowledge and practical life,pay attention to observe biological phenomena in life,and show strong interest in biology learning.In addition,the in-class test results of the experimental class were also higher than those of the control class,indicating that the model can help students understand and master knowledge to a certain extent,so as to improve their scores.