Research On The Practice Of Project Based Learning (PBL) In Middle School Biology Teaching

"Core Competencies and Values for Chinese Students’ Development" proposes to cultivate "all-round development of people".The traditional teacher centered classroom can no longer meet the requirements of the times for talent cultivation.Frontline teachers should explore and try new teaching models.As a new teaching model,project-based learning encourages students to engage in a series of consultation,exploration,production,and sharing activities around a real situational problem,ultimately solving relevant problems in the learning theme and mastering relevant knowledge.On the basis of a questionnaire survey on the current teaching situation of project-based learning,combined with previous research results,this study summarized the process of project-based learning suitable for local teaching.Based on this,case studies of project-based learning teaching were designed and conducted,in order to provide reference for the practice of project-based learning teaching in junior high school biology teaching.The paper first used literature analysis to review the current research status of project-based learning both domestically and internationally.By consulting relevant literature,it defined relevant concepts and elaborated on their theoretical basis.Secondly,a questionnaire survey was conducted on middle school biology teachers in H District,Y City,to understand the current situation of middle school biology teaching and teachers’ attitudes towards project-based learning.The survey results found that:(1)project-based learning had not been implemented in middle school biology classrooms in the region at present;(2)Teachers had a high willingness to understand project-based learning and highly agree that project-based learning can cultivate students’ abilities.They are willing to try project-based learning in biology teaching;(3)Some teachers were concerned about insufficient classroom time,class hours,and unclear teaching processes and specific teaching designs for project-based learning.Then,based on previous research results,a project-based learning process suitable for teaching in this area were summarized,which included five steps:determining the theme,clarifying goals,formulating plans,exploring activities,and evaluating and reflecting.Then,specific project-based learning teaching cases were designed and empirical research was conducted using examples such as "Making an Ecological Bottle by Doing It Yourself" and "Designing a Nutritional Lunch with a Reasonable Diet".The attitudes of teachers and students towards project-based learning were evaluated through teacher-student interviews,student questionnaires,and student paper and pencil tests,exploring the impact of project-based learning on the achievement of students’ key abilities and the improvement of students’ emotional attitudes.The research results indicated that:(1)most teachers and students were interested in project-based teaching,especially young teachers;(2)Project based learning could cultivate students’ key abilities,and different projects had different effects on students’abilities;(3)Project based learning could enhance students’ emotional attitudes.