Research On The Application Of Problem-based Learning Guidance In The Construction Of Biological Conceptual Model In Senior High School

In the Biology Curriculum Standards for General High Schools(2017 Revision2020 Revision)issued by the national education department,it is emphasized that students should master the method of model construction in high school and use models to solve problems,so as to cultivate students’ scientific thinking.The use of conceptual models in class can strengthen students’ understanding of biological concepts and subtly cultivate biological core literacy.The problem guide learning method takes the problem as the center,helps students cultivate the ability to find and solve problems,fully reflects that students are the main body of the classroom,arouses the enthusiasm of learning,so that students are full of strong interest in biology.Therefore,the combination of problem-guided learning method and conceptual model is of great significance to students’ learning.This article first introduces the research background and relevant theoretical overview.Collect and sort out relevant literature on "problem-oriented learning" and "conceptual model" through literature research method,sort out the current research situation at home and abroad,clarify the relevant conceptual definition and theoretical basis,and determine the research direction.Secondly,conduct an investigation into the current situation of constructing conceptual models in high school biology.Use the questionnaire survey method to understand the understanding and existing problems of the conceptual model for high school students.The teacher interview method is used to understand the teaching status and effectiveness of the concept model in high school biology in frontline schools.Through the analysis of student questionnaire data and the organization of teacher interview content,it was found that there are some problems that need to be solved in the teaching of the conceptual model: firstly,the degree of interaction between students and teachers in the classroom is not high,and the classroom participation rate is low;Secondly,students have weak awareness of model construction and poor ability to construct conceptual models;Thirdly,due to various constraints,the frequency of teaching conceptual model construction in the classroom is not high.Re study the case design and teaching strategies of problem-based learning method in high school biology concept model teaching.Aiming at the problems found in student questionnaires and teacher interviews,corresponding teaching strategies are proposed from the cognitive and implementation levels.At the same time,I will mine relevant conceptual models in high school biology books,and design two typical conceptual models based on the problem-based learning approach to construct teaching cases,providing reference for teaching practice.Finally,a discussion will be conducted on the practical research of problem-based learning in the construction of conceptual models in high school biology.Select two classes for comparative teaching.After a period,test whether the application of this teaching model in actual teaching can achieve ideal learning results from three aspects:changes in academic performance,findings from classroom observation,and teacher evaluation.Through analysis,it is found that the experimental class has significantly better performance than the control class,performs more actively in the classroom,improves students’ classroom participation,and improves the level of student model construction.Through theoretical and practical analysis,it is found that the combination of problem-based learning and conceptual model construction can stimulate students’ learning motivation,improve their classroom participation,enhance learning effectiveness,and cultivate their core biological literacy.Therefore,teachers should pay attention to the application of problem-based learning in the construction of conceptual models in practical teaching,stimulate students’ interest in learning from various aspects,guide students to build relevant conceptual models through problem-solving,improve students’ awareness of model construction and problem-solving abilities,and effectively implement core biological literacy.