| The General Senior High School Biology Curriculum Standards(2017 Edition,revised in 2020)makes clear that senior high school biology curriculum needs to "focus on big concepts in content" and "focus on practice in teaching process".Just under such a background,this study attempts to combine the teaching mode of problem-based Learning(PBL)with the concept teaching of high school biology curriculum,and constructs the teaching link of biology concept teaching that using PBL teaching mode in senior high school in order to enhance students’ interest in learning biology concepts,cultivate students’ comprehensive abilities of concept learning such as problem-solving ability and cooperative learning ability.At the same time,research conclusions are drawn through teaching practice research,problems are reflected that existing in the process of teaching practice and some suggestions are put forward in this study,which can provide teaching reference for front-line teachers.This study mainly uses literature research method,investigation method,classroom observation method and experimental research method.Before the research,firstly,the connotation of concept teaching and PBL teaching mode were sorted out,and the research status at home and abroad were deeply understood.Some students and teachers were selected for interviews,so as to roughly grasp the concept learning status of students,the concept teaching methods of current teachers,their understanding of PBL teaching mode,their attitudes and suggestions on applying PBL teaching mode in high school biology concept teaching.On this basis,the fifth chapter of Compulsory High School Edition was selected as the teaching content and sorted out.The secondary concepts,conceptual knowledge and corresponding factual knowledge of each lesson were listed,and the teaching plan was compiled according to the constructed conceptual teaching procedure using PBL teaching mode.Secondly,the students were pre-tested with the self-compiled "High school Biology Concept Learning Related Questionnaire 1" and mid-term quality assessment test to know more about the status quo of concept learning of students,then two classes with no significant difference in pre-test results were determined as the control class and the experimental class respectively.It used normal concept teaching procedure in the control class,while in the experimental class,the teaching procedure of concept teaching that used PBL teaching mode was adopted.During the teaching of the experimental class,the teachers of the practice school were invited to conduct classroom observation from the two aspects of teachers’ teaching and students’ learning,and fill in the evaluation form of classroom observation at the same time.In addition,students themselves,groups and teachers made a process evaluation of students by filling in the evaluation form of student concept acquisition.The process evaluation was mainly concerned about whether students’ concepts were achieved that at all levels and how they were achieved.The second monthly examination was taken as the immediate post-test,the "High School Biology Concept Learning Related Questionnaire 2" and the end quality assessment were taken as the delayed post-test,and the data obtained were analyzed by statistical method.After that,students of the experimental class and teachers who were invited to conduct classroom observation were interviewed during the teaching practice to understand their feelings and follow-up teaching suggestions on applying PBL teaching mode to biology concept teaching in senior high school.Finally,the collected teaching practice results were analyzed and summarized,and it was found that before and after the teaching practice,the students in the experimental class and the control class had enhanced their interest in concept learning,concept learning comprehensive ability and biological achievement,but the improvement effect was significant in all aspects of the experimental class.After a period of theoretical research and teaching practice,this study designed the PBL teaching mode and applied it to the general teaching procedure of biology concept teaching in senior high school,and drew the following conclusions:(1)Practice shows that the application of PBL teaching mode in high school biology concept teaching can improve students’ biological performance,enhance their interest in concept learning,cultivate their comprehensive ability in concept learning continuously,make students pay more attention to the connection between concept and practical life,and improve the effect of concept teaching.(2)When applying PBL teaching mode to concept teaching,teachers can pay more attention to the relationship between concepts at all levels of biology and actively grasp the connotation of concepts.Fully explore the relationship between concepts at all levels of biology and life,and then create problem situations and problem strings that can trigger students’ thinking;At the same time,he can pay attention to students’ problem solving and concept mastery in class,give timely guidance,and conduct teaching reflection in time.In the end,summarized and reflected.In practice,this study found that it was difficult to create the problem situation and grasp the class hour arrangement in the process of applying PBL teaching mode in high school biology concept teaching.To solve these problems,this paper puts forward the corresponding measures:(1)Add the discussion of problem situation creation in the course of teacher’s collective lesson preparation;(2)Combine PBL teaching mode with normal teaching mode.Due to the influence of personal ability and some objective conditions,the teaching practice time and the number of teaching cases designed in this study are limited,the research is not in-depth enough.The author still needs further research and investigation on the effective evaluation method of students’ concept acquisition,how PBL teaching mode can complement other teaching modes,and which biological concepts are appropriate for PBL teaching mode. |
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