Application Of Project-based Learning In Senior High School Biology Unit Teaching

"Biology Curriculum Standard For Senior High School"(the latest revision in 2017)points out that biology curriculum requires students to actively participate in learning and acquire biological knowledge in the process of personally asking questions,obtaining information,looking for evidence,testing hypotheses,and discovering laws,so as to develop the habit of scientific thinking,form a positive scientific attitude and develop lifelong learning and innovative practice ability.In order to meet the requirements of the new curriculum standards,teaching methods need to be continuously developed.PBL,also known as project-based learning,Project-based learning is a kind of learning that is driven by real-world problems.Students use a variety of resources to conduct exploratory learning through the organization of study groups and focus on specific project themes.The final learning results are displayed in the form of project works.Unit teaching is a teaching mode based on curriculum standards,focusing on "core concepts",reorganizing teaching content,and allowing students to learn through cooperation,exploration and practice.The concepts of the two teaching modes are highly consistent.Based on the background of the current high school biology education reform,the author tries to apply project-based learning to high school biology unit teaching,referred to as project unit teaching mode.The practical research of project unit teaching mode may provide an effective teaching method for biology teaching which will have a profound impact on the change of students learning style,the mastery of scientific inquiry method,the Implementation of the core quality of biology,the cultivation of innovation ability and the improvement of teachers personal professional qualityIn this study,we mainly use the methods of literature research,questionnaire survey,applied research and statistical analysis.The specific contents of this study are as follows:1.By using the method of literature research,the concept of project-based learning andunit teaching,research status at home and abroad,characteristics,general process,research theory are summarized,further discover the high correlation between the two.2.After questionnaire survey and analysis on the current situation of high school biology with project-based learning and unit teaching,the following conclusions are drawn:(1)Though teachers recognize the role of project-based learning and unit teaching in the cultivation of students' core literacy,they are rarely used in senior high school biology teaching.Teachers' lack of relevant teaching theory and practical experience and students' lack of autonomous learning ability are the two major reasons affecting their application in senior high school biology classroom.(2)The present situation of teaching is not optimistic and teachers' teaching strategies are highly related.(3)In the learning process,students expect cooperation,exploration,and pay attention to learning evaluation,which shows that the implementation of unit teaching and project-based learning teaching has a good foundation.3.Combine survey results,this study creatively combines project-based learning with unit teaching to construct a high school biology unit teaching model based on project-based learning(hereinafter referred to as "project unit teaching model"):(1)focus on important concepts and analyze teaching content;(2)construct learning objectives according to curriculum standards;(3)implement classroom teaching with "situation question activity" as the main line;(4)Implement teaching evaluation to control teaching behavior(5)Demonstrate and evaluate learning results to help students learn from each other.4.Taking the core concept of "the structure of each part of the cell is both a division and cooperation of labor,jointly executing the life activities of cells" as the teaching unit,the project unit teaching mode is adopted in the experimental class,and the conventional class teaching mode is used in the control class.By analyzing and comparing the teaching results of the experimental class and the control class,questionnaire survey of the experimental class students' feelings and attitudes towards the project unit teaching mode,and interviewing the teachers' evaluation and suggestions,the following conclusions are drawn:(1)the project unit teaching mode helps to improve students' academic performance;(2)the project unit teaching mode is conducive to improving students' autonomous learning ability and core literacy;(3)the implementation of project unit teaching mode is a great challenge for teachers and students under the specific teaching environment of tight learning time,high pressure of college entrance examination and heavy teaching tasks of teachers in school.5.Based on the feedback of teachers and students to the project unit teaching mode,the implementation strategies of the project unit teaching mode are designed:(1)establishing alearning community reasonably;(2)stimulating the internal drive of students' event learning and improving self-learning ability;(3)defining the new role of Teacher Manager to control the smooth progress of project activities.The innovation of this paper is reflected in the teaching mode and research method.In the teaching mode,unit teaching and project-based learning are rarely combined at home and abroad.In terms of research methods,this paper first investigates the problems in senior high school biology teaching,designs a project unit teaching mode aimed at solving teaching problems.After the implementation of the teaching mode,it puts forward the implementation strategy of the mode according to the teaching feedback.