| According to the biology curricular standards and the curricular requirements of senior school,this study puts forward the research question of bringing problem-based learning(PBL)teaching model in senior high school biology teaching,which is closely combined with the learning characteristics of high school students.This study aims to improve the teaching quality through empirical research,also provide valuable experience and suggestions for the teaching exploration and reform of high school biology.Under the curricular reform context,this paper combines the teaching model of PBL with the biology of high school to research the issue of promoting PBL teaching model in senior school biology from both aspects of theory and practice.The author elaborates the definition,fundamental elements,teaching characteristics of PBL teaching model Implementation steps,and etc.based on the collecting and analyzing document literature of PBL teaching model at home and abroad.With the guidance of Constructivist theory,Multiple Intelligence theory,Cooperative Learning theory,Situated Learning theory and Information Processing theory,the author narrates the implementation process of PBL teaching model.It mainly includes preparation of teaching,teaching process and teaching evaluation.Meanwhile,the author practiced the PBL teaching model in the NO.1 Middle school of Mile city with some chapters of Homeostasis and Environment.It is revealed that the application of PBL teaching model in high school biology teaching not only developed students’ Subjectivity fully and aroused enthusiasm on learning biology,established a good relationship between students and teachers as well as created a relaxing class atmosphere,compared with traditional teaching,but also strengthened students’ awareness of biological knowledge in implementing,their abilities of analyzing and solving problems also have been greatly improved. |
