| In order to meet the requirements of improving the quality of all the people and talent training,as well as to better adapt to the situation of China’s high school education,the general high school biology curriculum standards put forward the development of students’ core literacy in biology,but the traditional teaching mode is based on the lecture method,and students passively receive knowledge,which is difficult to meet the requirements of improving students’ core literacy in biology as proposed by the new curriculum standards,therefore,this study introduces the problem-based Therefore,this study introduces the problem-based cooperative team learning teaching method into the high school biology classroom,and takes high school biology Compulsory 1 "Molecules and Cells" as an example to investigate whether the problem-based cooperative team learning teaching method is feasible and practical in high school biology teaching,in order to promote students’ lifelong development and enrich high school biology teaching methods.Problem-Based Learning is a student-oriented teaching method based on actual problems,and Team-Based Learning is a teaching mode of teamwork to solve problems.In this paper,we combine the two teaching modes,taking students as the main body and problem solving as the orientation,so that students can improve their core literacy in biology through teamwork.In this paper,literature research method,controlled experiment method,questionnaire survey method,interview method and statistical analysis method were used.Firstly,we read a lot of related literature to understand the current situation of high school biology teaching in China and the current situation of domestic and international research on problem-oriented teamwork learning teaching method,and use it as a theoretical basis to carry out the teaching research of problem-oriented teamwork learning teaching method.The two classes with no significant differences in theoretical scores and overall quality were selected as the experimental class and the control class through statistical analysis.The feasibility of the problem-based cooperative team learning teaching method in teaching biology was verified.Then,we summarize the application of this teaching mode in biology teaching,as well as the shortcomings of this experiment and suggestions for improvement.Through the above experimental process,the following conclusions were obtained:1.the problem-oriented teamwork learning teaching method increased students’ interest in learning biology and improved their concentration in class.2.students’ attitudes toward learning biology were significantly improved,and they were able to master theoretical knowledge better in the inquiry process and transfer the learned knowledge to the problems to be solved.3.students’ problem-solving ability was strengthened.4.students’ teamwork ability was improved.5.By analyzing the post-test data of the theoretical scores of the experimental class and the control class,it was found that the theoretical scores of the experimental class were significantly higher than those of the control class.Therefore,it is feasible to apply the problem-based cooperative team learning teaching method to the high school biology classroom,which can enhance students’ interest and attitude toward learning biology.It can meet the needs of the new curriculum reform,the development needs of quality education and the development needs of students,implement the cultivation of students’ scientific inquiry ability,improve students’ core literacy in biology,help students truly realize the application of theoretical knowledge to solve practical problems in life,and provide reference and inspiration for front-line biology teachers when they conduct research on new teaching modes. |
