Research On How PBL Can Improve Environmental Literacy In The Field Of Empirical Research By Using The Sixth Grade Students Of The X-High School In Shanghai As An Example

In 2020,COVID-19 swept the globe,protecting the ecological environment became one of the heavy responsibilities of twenty-first Century.Today,with the rapid development of ecological education,cultivating students’ ecological literacy and helping them to solve environmental problems in real life has become one of the training objectives of ecological education.Based on the teaching mode of project-based learning and the concept of ecological education,this study establishes a teaching model of improving ecological literacy based on project-based learning.Combined with the content of middle school life science,it designs and develops a course of making classified garbage cans,and carries out practical teaching to explore the impact of Project-based Learning on improving students’ ecological literacy.This study summarizes the teaching cases of relevant ecological courses and the teaching process of project-based learning.It is implemented in a public junior middle school in Shanghai in the form of activity elective courses.The course is 16-week,and the research subject is 30-sixth-grade in X-High School in Shanghai.The empirical research method is used to collect and analyses data from a quantitative and qualitative point of view,and the change in the ecological competence of students is evaluated in two stages: before and after the lesson.The results show that:(1)The project-based learning in this study helps students to improve their ecological literacy;(2)After the course teaching,when students think about how to solve real ecological problems,thy can follow the systematic process of project-based learning,which is consistent with the significant improvement of students’ ecological behavior dimension;(3)Ecological teaching based on project-based learning can help students improve their performance in the dimension of ecological behavior,and also support the matching of project-based learning teaching mode and ecological education.Through the analysis,it is found that there is no significant difference between the course content and teaching in cultivating students’ ecological attitude and morality.It is suggested to explore the change of students’ ecological attitude from more perspectives,improve the project-based learning teaching and curriculum design,improve students’ perception of the ecological environment,and spontaneously protect the ecological environment,and use the project-based learning method to solve real problems.