Application To Problem-based Teaching Method In The Senior Middle School Biology Curriculum- Compulsory â… , Molecule And Cell

Problem-based teaching methodology is a teaching method centered by problems. That is, a teacher creates a problem context and then students are guided to raise problems autonomously, analyze and solve them independently, during which period, students are inspired to grasp knowledge and promote thinking competence so that their learning ability and comprehensive quality are further cultivated. The method is not only good for the training of ideation and innovation ability of students, but suitable to the demands of current educational theory and totally conforms to the requirements of reform in teaching. Therefore, a research on its application in biology course of high school is of both theoretical significance and practical value.In the research, this method was applied to the required BiologyⅠ-Molecule and Cell of High School. The research objectives are students of one experimental class and one control class in Ordos No.1 High School. By analyzing the scores of three biological tests of both classes and a followed questionnaire about interest of biology and consciousness of problems before and after this research, I collected statistics indicating that the average score, pass rate and excellent rate of two classes are similar in the first monthly exam(before this research). However, as to the next two exams(one month and four months after this research respectively), the above three indexes of experimental class are obviously higher than these of control class. Moreover, the average score of grade increases prominently. As for the result of the questionnaire, statistics shows that the percentage of very interested in Biology was 9% and relatively interested in Biology was 26% for students before research while such figures have increased to 24% and 56% respectively after research in experimental class. As to the control class, however, it has no obvious change. From another perspective, 90% of the students in experimental class seldom raised questions before research while 91% of them put forward questions actively after research. Besides, 49% of the students are voluntary to settle them independently and 34% of them even dare to question about the points presented in the textbook. Similarly, it has no obvious change in the control class.Therefore, it can be concluded that the application of problem-based teaching method to the required courseⅠof Biology of High School can indeed arouse students’ interest towards Biology and intensify their construction of consciousness of problems. Students can also be involved to play an active role with subjective initiative and a closer relationship between teachers and students has been built.