Teaching Research On Cultivating Evolution And Adaptation Perspectives Using PBL Teaching Mode

The 2017 edition of Biology Curriculum Standards for Ordinary Senior High Schools points out that the concept of life is the key to the core literacy of biology and the prerequisite for cultivating other core literacy,and emphasizes that the concept of evolution and adaptation is the life concept that can best reflect the nature of biology.As a research hotspot in recent years,PBL teaching mode takes problems as its mainstay,fosters the ability of cooperation of students through group communition as well as promotes the formation of ideas throughout reflection and evaluation,stimulating students’ interest in learning through realistic situations,which contributes to the cultivation of the concept of evolution and adaptation.The research is carried out based on the methods including literature research,case analysis,experimental method,questionnaire survey and so on.First,the context of this topic is discussed from three aspects: the enactment of the new curricular standards,the characteristics of biology and the development needs of students;Then the concept of evolution and adaptation and the research status of PBL teaching mode at home and abroad are summaried,by which confirming the purpose and significance,the ideas and methods of the research.And then overviewing the meaning of the concept of evolution and adaptation,the connotation,basic process and characteristics of PBL teaching mode;Then it expounds the advantages of using PBL teaching mode to cultivate the concept of evolution and adaptation.According to the principles of effective situation and efficient problem,the combination of independent thinking and cooperative exploration,and the principle of step-by-step,combined with the biological concept teaching,we construct a process of cultivating the concept of evolution and adaptation by using PBL mode,including six steps: Creating a situation and then leading to the central problem;Reading materials and then making reasonable assumptions;Exploring within the group and then solving problems;Exchanging between groups and then displaying the results of the group;Teachers and students summarize and form a knowledge system;Reflect on Evaluation and develop the concept of life.On this basis,the paper designs the teaching case of the chapter "Biological Evolution",selecting 196 senior one students from Zoucheng No.1 middle school in Jining City,Shandong Province to carry out the teaching practice of this chapter.Before the teaching practice,the preparation of pre-test questions and issued to investigate the homogeneity between the experimental group and the control group.Then practice,experimental group with PBL teaching mode to implement teaching,control group according to the conventional teaching.Finally,the test was carried out through post-test questions and questionnaires,and SPSS23.0software was used for data processing and analysis.The results show that compared with conventional teaching,there is no major gap between level 1 “initially having the concept of biological evolution and being able to understand the adaptability of organisms from the molecular and cell level is the result of long-term evolution”and level 2 “having the concept of biological evolution and being able to use this concept to analyze and explain problems in simple situations”,however,there are differences in level 3“using the concept of biological evolution to analyze and explain life phenomena in complex situations” and level 4 “identifying false propaganda and rumors without scientific basis based on the concept of biological evolution”.PBL mode teaching has better teaching effect.Therefore,PBL mode teaching has certain advantages in cultivating students’ concept of evolution and adaptation.The results indicate that PBL teaching mode is clearly superior in motivating students to learn,enhancing students’ problem-solving ability and strengthening creative ability.