Research On The Application Of Project-based Learning In Senior High School Biology Teaching

Biology Curriculum Standards for Ordinary Senior High Schools(2017 edition,revised in 2020)emphasized the cultivation of students’ lifelong learning ability and communication and cooperation ability.In comply with the background of new curriculum reform,this research attempted to apply the project-based learning in the high school biology teaching,the teaching link of teaching according to the project type,design and implementation of teaching case,in order to improve the students’ interest in biology,developed the students’ ability of autonomous learning,cooperative learning ability,scientific inquiry ability and other comprehensive ability.At the same time,the author drew research conclusions through teaching practice,reflected on the problems existed in teaching practice and put forward suggestions to provide teaching reference for front-line biology teachers in senior high schools.This study mainly adopted literature research method,questionnaire survey method,case analysis method and experimental research method.The author first understood the research status and connotation of project-based learning at home and abroad.Before teaching practice,the author prepared a questionnaire on the status quo of project-based learning for teachers to understand its application status.On this basis,the author chose the practice inquiry part of the compulsory Course I of High School Biology as the teaching content,and designed teaching cases according to the general teaching process of project-based learning.Secondly,before the teaching practice,the author pretested the students with the first monthly examination paper,class atmosphere scale and cooperative learning scale to determine the experimental class and control class.The experimental class carried out project-based learning,while the control class continued to adopt the general teaching method.In the process of teaching practice,teachers and students to use the project type teaching scale,classroom atmosphere was scale,self-evaluation,group cooperative learning situation questionnaire students mutual,teacher evaluation,undertook to the student evaluation process,observed the student’s study interest,ability of autonomic learning and cooperative learning ability,scientific inquiry ability and other comprehensive ability is improved.After the teaching practice,the results of the final exam were taken as the post test to analyze the obtained data.In addition,teachers interviewed students in the experimental class to understand whether students’ learning interest in biology,independent learning ability,communication and cooperation ability,scientific inquiry ability and other aspects had been improved.Then,through theoretical research and teaching practice,the author drew some conclusions about the practice and application effect of project-based teaching.(1)In the practice of project-based learning:when teachers chose projects,the selected projects should conform to the reality,accorded with students’ learning situation and cognitive level,enabled students to operate with high safety,and the teaching facilities of the school could enable students to complete project-based learning activities.In classroom teaching,teachers should take students as the main body,observed and recorded students’ activities in time,and gave students guidance at the right time as an assistant to help students complete the project.Teachers in teaching evaluation,evaluation was not only to meet the diversification of evaluation,teachers and students were the main body of evaluation,but also let the assessment mode diversification,summative evaluation and process evaluation,to make more multi-dimensional evaluation content,evaluation should include more than one aspect,a variety of indicators,divided into a variety of levels,a comprehensive and comprehensive evaluation on student performance.(2)The application effect of project-based teaching:project-based learning played a positive role in improving students’ academic performance,created a good classroom atmosphere and promoted group cooperative learning.In addition,project-based learning could effectively improve students’ comprehensive ability.Such as independent learning ability,scientific inquiry ability,experimental operation ability,communication and expression ability,knowledge transfer ability,aesthetic ability and other comprehensive abilities.Finally,the author summarizes and reflects.In the process of teaching practice,this study found that project-based learning itself has some limitations,such as high requirements for school hardware facilities,high requirements for teachers and students,long teaching time,not applicable to all classroom teaching and so on.In view of these problems,this paper puts forward corresponding suggestions,such as perfecting the hardware facilities of the school,carrying out systematic project-based learning training for front-line teachers,improving the teaching level of teachers,strengthening the application of project-based teaching in biology teaching and so on.The author himself has some problems,such as the sample range of the investigation on the application status of project-based learning is not wide enough,the case of project-based learning is not novel enough,and the teaching effect can only be more scientific in the long-term continuous process.In the future teaching process,the author will continue to conduct in-depth and comprehensive research on it.