Research On The Project-based Learning Practice Of Biology In Senior High School Pointing To The Cultivation Of Scientific Mind

"General High School Biology Curriculum Standard(2017 Edition 2020Revised)",which identified the core literacy of biology as life concept,social responsibility,scientific exploration and scientific mind,suggests that senior high school biology teaching should focus on students need to adapt to the social development in the future and personal life.Scientific mind refers to a kind of thinking habit and ability that students can use scientific mind methods to understand things or solve practical problems.Project-based learning,as a practical mode for students to construct knowledge by themselves in the process of solving problems,is an effective method to cultivate scientific mind.This thesis excavate the content suitable for projectbased learning in the module of homeostasis and regulation in senior high school biology,and studies how to improve students’ scientific mind level through the design and implementation of project-based learning.Based on high school biology textbooks,this thesis puts forward some suggestions on the implementation of project-based learning to cultivate students’ scientific mind,which can provide reference for frontline teaching.This thesis use the methods of questionnaire survey,literature research,interview survey,experimental research and data analysis.Firstly,by studying the relevant literature at home and abroad,clarify the concepts of project-based learning and scientific mind.Then investigate the current situation of the implementation of projectbased learning in biology in practice schools,and pre-test the scientific mind level of students participating in practice.The scientific mind level of the students in the two classes were measured as 64.62 and 69.28 respectively by using the gauge,the scores measured on the test paper were 55.57 and 57.12 respectively,it shows that there is no significant difference in the level of scientific mind between the two classes(p>0.05).Then,the contents of animal hormone regulation and plant hormone regulation in the module of homeostasis and regulation are selected as the materials of the two projects for teaching design.The learning cycle of each project is 8 class hours.Class 1 is used for project opening,class 2 is used for data collection,class 3 and 4 are used for problem solving,class 5 is used for achievement production,class 6-7 is used for group report,and class 8 is used for project summary and evaluation.The students in the experimental class carry out project-based learning,and the author carries out routine teaching in the control class.After the research on the practice of project-based learning.The results showed that the scores of scientific mind level measured by the scale in the experimental class were 69.28 and 76.00 respectively,the scores measured in the test paper were 57.12 and63.35 respectively,the scores of scientific mind level measured by the scale in the control class were 64.62 and 70.96 respectively,the scores measured in the test paper were 55.57 and 58.33,shows that there is a significant difference in the scientific mind level of students in the experimental class before and after the test(p>0.05),it shows that carrying out project-based learning in senior high school biology can improve students’ scientific thinking level to a certain extent.Finally,based on the basic operation steps of project-based learning and combined with the experience in specific practical teaching,the thesis puts forward four suggestions for the implementation of project-based learning pointing to the cultivation of scientific mind:(1)Comprehensively select projects in combination with core literacy objectives and practical operability;(2)Group projects in a democratic way and pay attention to the selection of core members of the group;(3)Reasonably arrange the time of project activities;(4)Improve the evaluation criteria and set up a reward mechanism.However,because of the limitation of various conditions and my limited teaching experience,there are still some deficiencies in this thesis,such as the short practice cycle,the limited number of practice objects and the inability to completely eliminate the influence of irrelevant variables,which need to be further improved.How to further adopt the project-based learning method in senior high school biology teaching to improve students’ scientific thinking level is a process that needs to be improved constantly.