| The new curriculum reform emphasizes that teachers should pay attention to the overall development of students,focus on the mobilization of students’ interest in learning and guide their active participation in teaching.The effective participation of students in the classroom plays a decisive role in the effectiveness of teaching and the degree of internalization of students’ knowledge.However,traditional teaching models have limited effect in improving students’ classroom participation,so frontline teachers need to find a more mature teaching model that can effectively improve students’ classroom participation and combine it with the classroom in order to promote students’ overall development.The new curriculum for high school biology in 2017 emphasizes the importance of problem-based teaching,which should be problem-centered in the teaching process,and teachers should fully guide students in the process of problem solving to help them connect the "problem" with their existing knowledge structure and analyze the problem layer by layer.The teacher should guide the students in the process of problem solving,so as to help them connect the "problem" with the existing knowledge structure,analyze the problem layer by layer,and give full play to the main position of students in the classroom.The Problem-Based Leaning(PBL)teaching model attaches great importance to students’ subjectivity and their active participation in the classroom and the process of constructing knowledge on their own.In this thesis,the PBL teaching model is combined with high school biology classroom for teaching practice to investigate the effect of PBL teaching model in enhancing high classroom participation.The first chapter of this thesis is an introduction,which includes a detailed introduction of the research background,purpose and significance,research content,ideas and methods.The second chapter defines the concepts of PBL teaching and classroom engagement through literature review,and introduces the current situation of domestic and international research and the theoretical basis of PBL.In the third chapter,the author compiled a questionnaire of high school students’ participation in biology classroom and conducted a survey on senior and sophomore students in two high schools including the internship school.Through analyzing the results of the questionnaire,teacher-student interviews and classroom observations,the current situation of high school students’ participation in biology classroom was obtained.Chapter 4 is an application analysis of the PBL teaching mode applied to enhance biology classroom participation,introducing the advantages of the PBL teaching mode and several application strategies of PBL to enhance high school students’ participation in biology classroom.Chapter 5 is the teaching practice of PBL problem-based teaching model applied to high school biology classroom.In this chapter,the author gives a detailed introduction to the experimental purpose and experimental subjects,and a detailed analysis of the experimental process,experimental data collection and experimental results.In Chapter 6,the author summarizes the thesis,introduces the shortcomings of the thesis,and gives an outlook on the subsequent research.In conclusion,through investigation and practice,the author found that the PBL teaching mode is significant in enhancing the participation of high school students in biology classroom,and also plays an important role in improving students’ learning ability and classroom teaching effect.It is hoped that the research results of this thesis can provide some theoretical references for the practical teaching of frontline biology teachers. |
