Application Of Project-based Learning In The Teaching Design Of Biology Large Unit

The Biology Curriculum Standard of Compulsory Education(2022 edition)puts forward a new curriculum concept,also puts forward new requirements for the teaching process.The two teaching modes of project-based learning and large-unit teaching have have a high degree of consistency in teaching ideas and design elements.Combining with the background of the current new curriculum reform,applying project-based learning to the large-unit teaching design of junior high school biology,which is guided by the core literacy and driven by the real situation problems,designs the project tasks and activities,reconstructs the content of the teaching materials,and plans the whole design of the units,help students to complete the construction of the conceptual system in the process of active inquiry,improve the learning efficiency of students Cultivate students’ comprehensive ability and develop core literacy.This study is mainly guided by constructivism learning theory,pragmatic learning theory,multiple intelligence theory and cognitive-discovery learning theory,by using the methods of literature study,questionnaire and experiment,the construction and teaching design of project-based large-unit teaching model are analyzed.First,the research status and theoretical basis of project-based learning and large-unit teaching at home and abroad are summarized,the research ideas and methods are clarified,and the concepts of project-based learning and large-unit teaching are defined.Second,a survey was conducted in Laixi with the theme of "the application of project-based learning in the teaching design of biology large unit".It was found that most teachers have high interest in project-based learning and large unit teaching,but it has not been widely carried out at present;Most students have a strong interest in biology and are willing to actively participate in group cooperation and complete independent inquiry activities.Third,on this basis,this study,guided by the relevant theoretical basis of project-based learning and large-unit teaching,and referring to the existing research results of various universities,has determined the project-based large-unit teaching process: determine the theme of project-based large-unit learning based on core literacy,and carry out project-based large-unit teaching design(including the design of the project unit teaching goal according to the comprehensive performance of the project problem solving,the teaching preparation according to the project topic activity,such as the creation of the study group,the driving problem and the preparation of the materials needed by the project,the project activity is decomposed and the sub-project activity is designed according to the project large unit theme,finally,the project large unit activity is summarized and reflected according to the project large unit activity),and the project large unit learning activity project works are displayed,and in the whole teaching process design based on the project implementation of the process of evaluation,project results show the performance of evaluation and project large units of paper-and-pencil tests and other forms of evaluation,in order to build a large concept to promote the formation of core literacy.According to this process,we selected the "Life of Angiosperms" in the textbook of Luke Edition to design the large unit teaching process based on project-based learning,carried out practical research in the first grade of junior high school of Jinan Road Middle School in Laixi City,completed the project activities and carried out the results display and student evaluation,and finally summarized and analyzed the practical effect.The research shows that compared with traditional teaching,project-based large-unit teaching can develop students’ core literacy by mobilizing students’ learning interests,develop the joint forces of teachers and students,and improve teachers’ professional level.The consistent evaluation system of "teaching learning evaluation" throughout the whole process is more conducive to students’ development.