Research On The Teaching Of High School Biology Concepts Based On PBL Teaching Model

With the continuous progress of society,the demand for talents is constantly improving,and the requirements for education are getting higher and higher.Therefore,the new curriculum reform advocates the optimization of teaching and learning.As an important content of biology,the concepts of biology are the basis for students to form the core accomplishment of biology.Therefore,the effective combination of concept teaching and inquiry teaching can not only enable students to master biological concepts,but also better apply them to explain biological phenomena and solve biological problems in real life,and finally form the core literacy of biology discipline.This study proposed the application of PBL teaching mode in high school biology concept teaching,aiming to explore the effect and effective strategies of PBL teaching mode in high school biology concept teaching,and enrich the teaching mode of high school biology concept teaching.Firstly,this study sorted out the literature related to concept teaching and PBL teaching mode,understood the research status of concept teaching and PBL teaching mode,then summarized the characteristics of PBL teaching mode.Secondly,in order to understand the current situation of concept teaching in the school and the application of PBL teaching mode,a questionnaire survey was carried out among students in a high school and interviews were conducted with biology teachers.Finally,the part of "Steady-state and Regulation",selective compulsory course 1 of Biology,is selected to carry out the teaching design,then apply the design to teaching practice.The experimental group and the control group were set up for experimental teaching,compare their scores and analyse why they are different or same.Students in the experimental group were interviewed to understand their recognition of PBL teaching model.After comprehensive analysis,the results are summarized as follows:Through teaching practice research,it is found that the application of PBL teaching mode in high school biology concept teaching produces the following effects:(1)To promote students' grasp of biological concepts and improve their academic performance;(2)Stimulate students' interest in learning concepts and promote students' endogenous motivation for autonomous learning.(3)Strengthen students' application of concepts,improve their ability to explain biological phenomena and solve practical biological problems;(4)Deepen students' understanding of the concept and make students deepen and internalize the concept.The study also found that in the process of using PBL teaching model to carry out biology concept teaching,there are still some problems that cannot be ignored:(1)It is difficult to cover all the details of concepts due to the large amount of tasks in using PBL teaching mode,and examples and other contents are ignored,resulting in students' general and non-standard grasp of concepts;(2)PBL teaching mode requires students to have strong self-management ability and learning ability.Due to individual differences of students,after the implementation of PBL teaching mode,discrete phenomena occur in the class,and students' ability to explain biological phenomena and biological problems by applying biological concepts is unbalanced.Therefore,this study puts forward corresponding suggestions: Teachers should create effective problem situations,reasonably plan time,clarify teaching objectives,and give full play to teachers' guiding role in the process of implementing PBL teaching mode to carry out concept teaching.Shortcomings of this study: There are shortcomings such as small sample size,Short practice time and limited data collection channels,which need further research.The conclusion of this study only provides a preliminary reference.