Study On The Application Of PBL Teaching Method In Teaching "Plant Tissue Culture" In Secondary Vocational School

The reform and development of vocational education has received unprecedented attention,and the policies put out by the state one after another point out clearly that we should reform and innovate the mode of running vocational education,change the educational philosophy of teachers,focus on implementing new educational methods,improve the educational evaluation system,and make students truly become the centre of learning,so as to improve the quality of vocational education as a whole,in order to actively promote the cultivation of vocational education talents.Plant Tissue Culture is a compulsory professional foundation course for secondary school horticultural technology majors,with the characteristics of combining theory and practice.The PBL(Problem-based Learning)teaching method can cultivate and enhance the comprehensive abilities that students need in their future careers.Therefore,this study applies the PBL teaching method to the teaching of the middle-level Plant Tissue Culture course to investigate the application and teaching effect of PBL in the teaching of this class.This study firstly investigates the current classroom situation of Plant Tissue Culture at secondary level using student questionnaires and teacher interviews on the basis of understanding the current situation of PBL teaching method and Plant Tissue Culture research at domestic and international level.Based on the current situation,this study then designs a teaching process suitable for the theoretical and experimental classes of Plant Tissue Culture in secondary schools based on the analysis of the teaching materials,the analysis of the learning situation and the analysis of the teaching aspects,using constructivist learning theory,cooperative learning theory,the theory of discovery learning and situational learning theory as guidance.During the teaching process,a few theoretical and experimental lessons are selected for PBL teaching practice,and two lessons,namely the theoretical lesson "stem tip culture detoxificat ion" and the experimental lesson "stem segment culture",are selected as examples to elaborate the implementation process of PBL teaching method.After the implementation of the teaching method,the results of the classroom performance,student questionnaires and student interviews are analysed to evaluate the teaching.The following results came out:According to the results of the current survey,there is an urgent need to improve students’ learning styles and teachers’ teaching methods.Students are no longer interested in the traditional single classroom teaching method,lack interest and motivation to learn,and need to improve their overall abilities in terms of independent learning,cooperative learning and problem-solving skills.Teachers,on the other hand,often adopt traditional teaching methods in the teaching process,with insufficient implementation of innovative and practical education,and a single approach to course evaluation.However,teachers and students generally recognise the PBL teaching method and teachers are willing to adopt it in their classes.The teaching practice found that the PBL teaching method could be suitable for the vocational secondary level " Plant Tissue C ulture",and the students enjoy the PBL teaching method and are able to adapt to it well.A comparison of pre-and post-teaching data according to student questionnaires finds that students’ participation,independent learning ability,cooperative learning and problem-solving skills are significantly improved in the class(p < 0.01).The interviews and post-lecture reflections also reveal that the teachers’ professional skills and teaching methods have been further developed and improved.Overall,the professional development of teachers and the overall competence of students have been enhanced by the use of the PBL teaching method.