A Study On The Design And Practice Of High School Biology Club Activities Based On Project-based Learning

Since the 21 st century,the requirements of basic education for talent cultivation have gradually transformed,and the core education of students’ subject core literacy has become the theme of education nowadays with "establishing moral education" as the core.In the new era of secondary education,it is necessary to solve the real problems of emphasizing intellectual education over moral education and marks over practice,and to break away from the thinking of learning for the sake of examinations.Project-based learning(PBL)proposes to integrate the learning process into a project,allowing students to experience the process of independent discovery and problem solving,constructing subject concepts and cultivating subject core literacy through inquiry and practice.This study takes the requirements of the general high school biology curriculum standards(2017 edition revised in 2020,hereafter referred to as the curriculum standards)on the cultivation objectives as the benchmark,and through studying and analyzing domestic and international cases and methods on project-based learning applied to club activities,and taking into account the current teaching situation in our region,we study the project-based club activity process suitable for the high school level.In this study,five types of project-based community activities were developed,including "extended inquiry","model construction","substance extraction","project management",and "project management",taking into account the contents of Compulsory 1 to Compulsory 3,real-life resources,and the characteristics of biology,This study developed five types of project-based community activities,including "extended inquiry","model construction","substance extraction","investigation and analysis",and "traditional fermented food production and investigation".In this study,students of a middle school biology club in Guiyang City were used as the experimental subjects to implement project activities in the club,and students’ performance in the project process was recorded and their project works were evaluated by means of continuous evaluation.The results showed that the average scores of students’ academic test scores increased after the project-based club activities,and students’ learning interests,design solutions,hands-on practice,language expression,and cooperation and communication skills were significantly improved.Interviews with students revealed that after participating in project-based clubs,students had new ideas about their future career orientation,and some of them were interested in pursuing biology research in the future.Finally,the author summarized the advantages and difficulties of applying project-based learning in clubs: club classes are active and practical courses,which create a good vehicle for project-based learning;students’ previous perceptions of club activities are contrary to the reform direction of club activities,and it takes a long time to reverse students’ perceptions;students may become intimidated when carrying out difficult projects and are reluctant to think deeply,which hinders the project activities’ This hinders the achievement of goals.Therefore,it is concluded that the implementation of project-based learning in high school biology clubs is beneficial to the development of students’ interest,achievement,thinking,and ability,but there are also some obstacles that require the concerted efforts of researchers and front-line teachers to overcome difficulties and make project-based learning truly implemented in clubs and other activity courses,so as to cultivate a well-rounded successor of the times.