Research On Effect Of Problem-based Learning In Biology Classroom Of The Second Senior High School In Linzhi City

Since the 21 st century,China has entered the era of knowledge and information,and the international competition has become increasingly fierce.Education is no longer about imparting knowledge in the past,but making children become self-sustaining lifelong learners.In order to meet the requirements of the times,the new curriculum reform is also being carried out.The new curriculum standard emphasizes the cultivation of students’ learning attitude,autonomous learning and scientific inquiry ability.The "problem-based learning" method is problem-centered and obtains knowledge by guiding students to solve problems.Research shows that "problem-based learning" can cultivate students’ scientific thinking and scientific inquiry spirit.The Second Senior High School in Linzhi City,Tibet Autonomous Region,is mainly composed of Tibetan minority students(children of farmers and herdsmen).In the early stage of education,students are relatively poor in biological knowledge,weak in independent learning ability of biological discipline,low level of scientific inquiry,and backward in scientific thinking.Therefore,it is necessary to apply the "problem-based learning" method to the high school biology class.It is under this background that the author carried out the problem-based learning research and evaluated the teaching effect in the high school biology class of the Second Senior High School in Linzhi City.This research mainly adopted the literature research method,questionnaire survey method and experimental research method.On the basis of literature research,this research expounded the concept of problem-based learning method,constructivism theory,behaviorism learning theory,situational learning theory and innovative education theory.After that,it analyzed the teaching characteristics of high school biology,and formulated the application principles and steps of problem-based learning in high school biology class.The time of this teaching practice was from September 2022 to December2022.Before the teaching practice,the pre-test was carried out through the "Questionnaire A related to biology learning in senior high school",the pre-test was carried out on the students’ scores through the biology test questions,and the corresponding data were collected,sorted,counted and analyzed to understand the students’ biology learning situation and the students’ biological scores before the problem-based learning experiment;based on the high school textbook,select appropriate content in high school textbooks and design teaching cases using problem-based learning methods,such as exploring the breathing mode of yeast and exploring the discovery process of photosynthesis.In experiment,Class 2 of Senior 2was set as the control class for normal mode teaching,and Class 3 of Senior 2 was set as the experimental class for problem-oriented mode teaching.In the middle of the experiment,the results of two classes were tested as medium test data,and reflected on the previous students’ learning and teaching process,improved teaching process.After the experiment,the students’ biological scores were statistically compared through the "Questionnaire B related to senior high school biological learning",to reflect the differences of post-test scores of senior high school sophomore and the biological learning situation.Through multi-dimensional analysis,the following conclusions were drawn:(1)There was no significant difference between the students’ interest and initiative scores before the experimental class adopted the problem-based learning method and the scores of the control class.After the adoption of problem-based learning method in the experimental class,students’ interest and initiative in learning has been significantly improved.It is shown that the application of problem-based learning methods in high school biology classrooms can improve students’ interest and initiative in learning biology.(2)There was no significant difference between students’ questioning awareness,breadth and depth scores before the experimental class adopted the problem-based learning method and those in the control class,and the students’ questioning awareness,breadth and depth were significantly improved after the experimental class adopted the problem-based learning method.It is shown that the application of problem-based learning methods in high school biology classrooms can improve students’ awareness of questioning.(3)Before the experimental class adopted the problem-based learning method,the students’ awareness of problem solving was not significantly different from that of the control class,and the students’ awareness of problem solving was significantly improved after the experimental class adopted the problem-based learning method.It has been shown that applying problem-oriented pedagogy in high school biology classrooms can develop students’ awareness of problem solving.(4)Before the problem-based learning method was adopted in the experimental class,there was no significant difference between the results of biology in the experimental class and the pre-test results of the control class.In the process of adopting the problem-based learning method in the experimental class,there was no significant difference between the average score of the experimental class and the test score of the control class.The post-test results of the experimental class were significantly higher than those of the control class.This shows that the application of problem-based learning methods in high school biology classrooms can improve students’ biology test scores.From the comparative analysis of small questions,compared with the control class,the scoring rate of scientific thinking and scientific inquiry in the experimental class before and after the problem-based learning method was improved.This research preliminarily explores the problem-based learning senior high school biology teaching mode,confirms the feasibility of problem-based learning method for senior high school biology teaching,supplements the teaching steps of problem-based learning method in senior high school biology classroom,improves the scope of use of problem-based learning method,improves the design of relevant teaching cases in senior high school biology classroom,and carries out problem-based learning method in experimental classes,filling the use of senior high school biology problem-based learning method for Tibetan minority students in Tibet Autonomous Region.In view of the above research results,this research argues that although the education level of the Tibet Autonomous Region is backward,the thinking level of the students of the second senior high school in Linzhi City is low,the students’ basic performance is poor,and there are certain difficulties in implementing the problem-based learning method,but the final results show that the teaching effect is positive and effective.Therefore,under the requirements of the new curriculum reform,the problem-based learning method can be popularized and applied in Tibetan areas,and after the long-term promotion and application of this method,students’ learning interests,learning habits,scientific thinking,scientific literacy,and lifelong learning will change.It is proposed that the practical practicality should be considered when using problem-based learning methods to teach biology in senior high schools in Tibetan areas,and that problem-based learning methods should be applied more in the classroom.