PBL-based High School Biology Dialogue Teaching Design And Investigation Researc

In recent years,with the implementation of the new curriculum reform and the continuous upgrading of senior high school textbooks,the new teaching concept puts forward higher requirements for students’ independent thinking ability,innovative research ability and problem-solving ability.Many educators are more and more aware of the importance and urgency of guided teaching,and the emergence and wide application of PBL(Problem-Based Learning)teaching mode is a clear manifestation of this reform trend.PBL teaching method emphasizes that students and problems are the center.Teachers can arouse students’ enthusiasm for autonomous learning through "questions" in an atmosphere of frankness,friendship,equality and wisdom,and teachers and students can learn from each other through equal dialogue mode.Based on the teaching content of compulsory one of biology in senior high school,this paper constructs dialogue teaching based on PBL and applies it to the concrete practice of biology teaching in senior high school.Firstly,on the basis of reading a lot about the concept and development of PBL and combing the research results of PBL teaching at home and abroad,this paper expounds the theoretical basis related to PBL dialogue teaching,such as Socrates method,Bruner discovery learning method and the zone of proximal development.Then,the paper compares the differences between PBL dialogue teaching and traditional teaching methods.On the premise of sorting out the ideas of PBL teaching design,it designs the preparation contents,detailed steps and matters needing attention for teachers and students to implement PBL dialogue teaching in three stages before class,during class and after class,and explains the application process of PBL dialogue teaching mode with the example of "Photosynthesis and Energy Transformation",a compulsory course in senior high school biology.In order to verify the practical effect of PBL dialogue teaching mode in biology teaching in senior high school,this paper designs questionnaires and interviews for students and teachers before and after the teaching experiment: first,before the teaching experiment,we use teacher interviews to understand the existing teaching status of front-line biology teachers;Then,through the teaching experiment method,two parallel classes in Minhou No.1 Middle School in Fuzhou City,Fujian Province,which have no obvious difference in grades and overall level,were selected to carry out the traditional teaching method(control class)and the PBL dialogue teaching mode(experimental class).A comparison of the changes in students’ academic performance after PBL dialogue teaching was made by administering the Biology Paper Test and the "Senior High School Students’ Biology Learning Questionnaire" before and after the instruction.and to test students’ interest in learning biology,problem awareness,active inquiry,cooperative communication ability and so on.At the conclusion of the teaching experiment,frontline biology teachers were questioned once more to gain insight into their ideas and difficulties with PBL dialogue teaching,as well as to gain an understanding of the students’ assessment,as well as to uncover some novel concepts and individual views on PBL-based dialogue teaching.This paper,in its summary and contemplation of PBL dialogue teaching,concludes the difficulties encountered in the implementation of the method from the point of view of students,teachers,the PBL teaching approach itself,and the environment,and puts forward specific suggestions for improvement,namely,(1)recognizing that problem design is the core of implementing PBL teaching mode;(2)perfecting the construction of network teaching environment of PBL teaching mode;(3)enhancing students’ awareness of autonomous learning and cooperative learning;(4)constructing effective PBL teaching evaluation mode.