| The new model of project-based teaching is in line with the demands of social and individual development,and meets the requirements of the new curriculum reform and the new course.However,the research on project-based teaching starts late and the practice research is insufficient,and the research on the combination of high school biology teaching practice is lack.Curriculum standards,new and old textbooks and exam questions all pay attention to the penetration of STSE(science,technology,society,environment)education concept,but STSE educational resources have not been fully used in the actual classroom,some teachers can not find a way to apply.By combining STSE education resources with project-based teaching,this paper finds the breakthrough to solve the problem.This study adopts the method of literature research,interview,questionnaire and action research,and makes use of STSE educational resources in textbooks to carry out the design and practice research of project-style teaching in high school biology classes.The main contents are as follows:First of all,through the collation of literature and combining with the current situation of biology teaching in high school,the research background of project teaching design and practice based on STSE concept is introduced,the development status of project teaching and STSE education at home and abroad is summarized,and the research purpose and significance,research ideas and methods are summarized.The concept of project-based teaching and STSE education is defined and relevant theories are summarized.On this basis,the constitutive elements,basic characteristics and construction steps of project-based teaching are summarized.Secondly,the application of project-based teaching and the status quo of STSE educational resources utilization in high school biology classes were investigated through teacher interviews.The following difficulties were found:(1)in the application of project-based teaching,there were no clear implementation standards and objectives,no practical cases,limited class hours and teachers’ energy,the project was difficult to control,and there were no extensive learning channels;(2)STSE education: STSE education resources mining is not in-depth,some contents in the textbook are out of date and do not know what method to use better,the implementation of inquiry will hinder the teaching progress.Thirdly,combined with the results of interviews and relevant suggestions,the STSE educational resources in the textbooks are sorted out,and the general projectstyle teaching model of this study is established.Finally,in view of the current situation of practicing in the second grade of a middle school in Fuyang,the project teaching case of "preparation of novel coronavirus antigen test kit" is designed based on the immunology related content in the fourth chapter of optional compulsory course and STSE educational resources combined with the model.In addition,the teaching practice research is carried out.Also put forward "be a novel coronavirus vaccine product worker" and the miniaturized "drug design" case assumption.In the experimental study,three parallel classes in Grade two of high school were surveyed by questionnaire about the status quo of biology learning in high school.The questionnaire was compiled from four dimensions including status quo cognition,STSE awareness,learning methods and approaches and learning expectations by referring to Likert scale.The results of reliability and validity analysis showed that the questionnaire had high reliability and validity.According to the teaching progress and learning situation,two of the classes were selected as the experimental class(for project-based teaching)and the control class(for traditional teaching),and the analysis of the pre-test data made it clear that there was no significant difference between the two classes in the four dimensions of the survey.After the teaching practice,the post-test data of the questionnaire and the statistical data of the class performance evaluation form are analyzed to evaluate the teaching effect of the case.The results show that the implementation of project-based teaching in this study improves students’ current status cognition,STSE awareness,broadens learning methods and approaches to a certain extent,makes students realize the necessity of learning biology class and reduces students’ attention to academic performance.Students in project-based classroom have better performance than traditional classroom in terms of enthusiasm,concentration,understanding and cooperation.Therefore,the selection of STSE educational resources for the design and implementation of projectbased teaching is of practical significance,which can provide some ideas and references for senior high school biology front-line teachers to use STSE educational resources to carry out project-based teaching design and practice. |
PDF Full Text Request