Research On The Design And Practice Of Biology Teaching In Ordinary High School Based On PBL

Along with the advancement of quality education reform and the biology curricular standards of senior school issued in 2017,we can realize the education today is importance for the development of students’ quality.The current education focus on the the development of the students’ ability of life-long learning.However,the ordinary high school represented by the author’s school lacks the overall quality of students and the ability of scientific thinking.Due to the tight teaching schedule and insufficient teaching means,teachers tend to adopt the model of full attendance,which lacks the cultivation of students’ problem solving ability and classroom effectiveness.Compared with traditional teaching mode,PBL(Problem-based Learning)teaching mode guides students to study with the background of problem situation,which better inspire the thinking of students in the teaching process and is beneficial to improve students’ interest in biology.It can better help the formation of scientific thinking and scientific inquiry ideas.According to the requirements of new curriculum standards,core literacy planning,student growth requirements and efficient classroom requirements,Problem-based biology teaching design and practice research in general senior high school is carried out in order to provide some case references for teachers.In this study,literature research method and interview method are applied.Through the analysis of PBL related research status,problems and feedback in students’ learning,and teachers’ teaching normality,research direction is determined,PBL implementation strategy is clarified,and a conceptual model of "teaching process design steps" is preliminarily constructed with guided study plan as the carrier.And then combined with the present situation of students,using the case method to select the teaching material knowledge difficult point on the specific case design and analysis of the students have a paper and pencil test,based on questionnaire survey and interviews,to understand a pretest,then the teaching strategies used in practical teaching,using action research method,found the problem in teaching practice to modify teaching design and perfect the conceptual model.Then,through the teaching practice lasting for 2 months,the post-test statistical analysis was carried out on the students to evaluate the feasibility and effectiveness of the teaching design and explore its influence on students’ interest in biological learning,learning ability and willingness to show themselves.Finally,based on the problems found in the study,the author analyzes the deficiencies of the study,and puts forward his own thoughts and expectations for the future biology teaching and teaching design,so as to provide some references for the follow-up researchers.The innovation of this study lies in the combination of the guided learning plan and the preparation of materials by teachers,which not only conforms to the PBL teaching principle,but also meets the practical situation such as insufficient teaching materials,poor student source and tight curriculum in most regions.On the way of basic education reform,it is both exploratory and close to reality,which is easy to operate.