Research On The Application Of PBL Teaching Mode In Junior High School Biology Teaching ——Taking A Middle School In Xining City As An Example

The new round of education reform clearly puts forward: reform teaching methods and learning methods,advocate active learning,bring about substantial changes in students' learning behavior.In order to improve the current teaching and learning methods,it is urgent to introduce new teaching modes into the classroom.Problem-Based Learning(PBL)is a student-centered,teacher-guided,problem-based teaching model.It advocates the use of group cooperation to improve students' autonomous learning,cooperative communication,problem solving and other abilities,which can effectively overcome the disadvantages of traditional teaching.By consulting relevant literature,this study found that there are relatively few researches on the application of PBL teaching mode in junior high school biology teaching.Therefore,this study introduces PBL model into junior high school biology teaching in order to promote related research.This study focuses on exploring the PBL model suitable for junior high school biology teaching,and makes theoretical and practical research on whether PBL mode can improve students' initiative in learning biology,whether PBL mode can improve students' problem-solving ability and how to optimize the PBL mode of junior high school biology teaching.Based on educational innovation and curriculum standards,the research background is explained,and the significance of using the PBL teaching model is analyzed from the theoretical and practical levels.It uses literature research method to understand the related overview of PBL and the current research status of PBL at home and abroad.On the basis of theoretical research,the author took advantage of the internship opportunity to carry out practical research in a middle school in Xining City.First of all,this study use the questionnaire survey method to investigate the students' biological learning situation,so as to analyze the students' current problems and learning needs,and provide teaching directions for the follow-up PBL.The investigation shows that students' initiative and problem-solving ability in biology learning need to be improved.According to the relevant information and the current situation of students' learning,the PBL teaching design is formulated.Next,the author selects two parallel classes in grade 8 as the research objects,and conducts PBL teaching in the experimental class and normal teaching in the control class.Finally,at the end of the teaching research,students' interviews,teachers' interviews,student homework scores and classroom observation results are used to detect the changes of students' learning situation.This study uses the above results to analyze the PBL teaching effect qualitatively and quantitatively.The interview results show that: after PBL teaching,students' attitudes and ways of learning biology tend to be ideal,and teachers have a high degree of identification with the PBL model.The completion of homework shows that: after the implementation of PBL teaching,the score of students' homework has been improved.The classroom observation shows that after the implementation of PBL teaching,students' learning behavior has positive changes,including their initiative to answer questions and share with group members.To sum up,the introduction of PBL teaching mode in junior high school biology teaching can effectively promote students' interest in biology learning,enhance students' motivation in biology learning,and improve students' biological problem-solving ability.In order to optimize the PBL mode teaching of junior high school biology,this research puts forward the following suggestions based on the research results: first,the PBL implementation process depends on the specific situation,and should not be formalized;second,teachers should play the role of "Leader" and control the classroom well;Third,establish a diversified evaluation system and use positive feedback to enhance students' learning initiative.