Research On The Application Of PBL Teaching Method In The Course Of "Plant Production And Environment" In Secondary Vocational School

"Plant Production and Environment" is a professional foundation course for secondary school horticulture technology majors,which integrates the contents of several disciplines and complicated professional knowledge.Many students do not have the desire to actively seek knowledge and cannot solve teaching problems in time during the class,resulting in low classroom participation of students.As one of the hot research areas in various disciplines,scholars at home and abroad have studied the connotation and extension of the PBL(Problem-based Learning)teaching method and pointed out that the application of this teaching method is conducive to the cultivation of students’ ability to discover and solve problems.Therefore,based on the existing research,this paper applies the PBL teaching method in the course of "Plant Production and Environment" to investigate its application effect.Based on the theoretical bases such as constructivist learning theory and situated learning theory,and using research methods such as questionnaire survey method and interview method,this study was conducted with the students of a secondary agricultural school in Lanzhou City who were majoring in horticultural technology in the class of 2020 as the research subjects.At the beginning of the study,the current situation of problem-based teaching and learning in the course "Plant Production and Environment" in the internship school was investigated in the form of interviews and questionnaires respectively.The results of the investigation showed that: the course is mainly based on the traditional lecture method,teachers pay less attention to the learning situation,students lack learning autonomy and rarely take the initiative to ask questions.To address the problems of the teaching status quo,the implementation process of PBL teaching method in the course of "Plant Production and Environment" was constructed: students learn independently according to the introduction;students find problems and ask questions based on the information,and the teacher refines the questions;students learn independently with the questions refined by the teacher;the group presents the results and communicates the summary;the teacher makes evaluation and summary.In the research and implementation stage,the teaching design is made according to students’ characteristics and teaching contents,implemented and applied in the classroom,and reflected on the teaching process.At the end of the teaching implementation,the study is summarized and conclusions are drawn through student questionnaires and interviews to find out whether the PBL teaching method has helped to improve students’ ability to identify and solve problems.The study found that the implementation of PBL teaching method can develop students’ ability to identify and solve problems,improve students’ learning attitudes,change their learning styles,cultivate students’ sense of cooperation and increase students’ participation.Combining the research process and findings,several suggestions are made for the application of PBL teaching method in the middle-level Plant Production and Environment course: 1.Teachers should use PBL teaching method flexibly according to the specific teaching contents;2.Respect and promote the personalities of middle-level students to create a democratic PBL classroom environment;3.Improve the rationality of PBL teaching problem setting.In summary,this study provides a practical reference for the application of PBL teaching method in the course of Plant Production and Environment and enriches the relevant research on teaching reform of horticulture technology in secondary vocational schools.