A Study On The Application Of Project-based Learning In Teaching Core Concepts In High School Biology

Core concepts occupy an important position in biology teaching,and the General High School Biology Curriculum Standards(2017 Edition)clearly states that teachers should focus on core concepts when teaching biology,and emphasizes that learning is an active process of constructing knowledge.Therefore,how to improve the effectiveness of teaching core concepts in biology is a current issue that deserves attention and research.Project-based learning is a new teaching model that focuses on the important concepts and principles of the discipline and uses projects as a guide for students to build their own knowledge and deeper understanding of concepts in solving problems and completing projects.This study examines the feasibility and effectiveness of project-based learning applied to the teaching of core concepts in high school biology at both theoretical and practical levels.First,through reading a large amount of relevant literature,we understand and analyze the current status of domestic and international research on project learning and core concepts,and define the general characteristics of project learning and understand the specific implementation process based on the conceptual definition of project learning,core concepts,and core concept teaching.Second,based on the characteristics of teaching core concepts in biology,a teaching model for teaching core concepts in high school biology based on project learning is constructed.A specific and detailed project learning case was designed based on the core concepts of the new Human Education Edition Compulsory 1 "Molecules and Cells" textbook,and a practical study was conducted with two parallel classes of a senior high school in Guangzhou,where I taught during my internship.The experimental class used project-based learning to teach core biology concepts,while the control class taught regular core biology concepts.The effectiveness of project-based learning in teaching core concepts in high school biology was analyzed by examining three dimensions of students’ core concept perception,learning interest and application ability through questionnaires as well as statistical analysis of students’ pre-test scores,general concept test scores and post-test scores.The results showed that the experimental class had higher cognition of core concepts in biology,interest in learning,application ability,general concept test scores and post-test scores than the control class,and the differences reached a significant level,indicating that teaching core concepts using project-based learning significantly improved students’ cognition of core concepts,interest in learning and application ability,and improved their academic performance.