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

In the new round of curriculum reform,it is a general trend to carry out the new educational concept.With the reform of the college entrance examination system,the requirement for students’ quality is also more and more intense.However,during the third semester of Senior high,students are required to complete a large number of assignments in a very limited time,but the traditional learning mode‘chapter-module-examination’ is still on,which can not completely meet what new ideas,new ideas and new requirements demand.Therefore,it is necessary to change teachers’ teaching methods and students’ learning methods.With new curriculum reform,I have applied project-based learning to the classroom in high school biology teaching.The concept of this teaching method is "learning by doing",which means students work in groups in order to improve their problem-solving skills by working out driven problems in real situations.Project-based learning can not only help students to think deeply,but also lead to the change of students’ learning style,making sure the implementation of the concept of the new curriculum reform.First of all,we need to fully understand the meaning,characteristics and implementation process of project-based learning by referring to the available literature on it,then sort out and summarize domestic and foreign research achievements in this field and finally confirm the objectives,significance,ideas and methodology of the research.Besides,It is necessary to understand teachers’ attitude and suggestions on carrying out project-based learning through interviewing teachers and conducting questionnaire surveys of students’ learning situation.After that,we are able to reconstruct project-based learning process suitable for the first round of review,and design two review practice cases--"Designing Experiments related to" enzyme "and"Eukaryotic cell division ".Secondly,in the teaching process for the first round of college entrance examination review,I selected two high school classes in Qiqihar 51 Middle School for control experiment.The experimental class adopts project-based method,while the other one adopts the traditional way.The two methods will be compared and analyzed from following perspective,group evaluation,teacher evaluation,classroom observation scale,pen and paper tests,and student interviews.The results show that in terms of academic performance,classroom atmosphere,students’ participation in classroom learning and cooperative learning,the experimental class is superior than the other one,which turns out that the review method based on project-based learning is highly effective in the review of high school biology for the third year of high school.Finally,according to the effect and analysis,the introduction of project-based learning has a significant effect on the implementation of the education concept of new curriculum standard,which contributes to deepening college entrance examination reform.What’s more,It can also be used in the first round of review,to stimulate students’ learning initiative,improve their academic performance,and cultivate their abilities of language expression,problem solving,teamwork and so on.This paper provides a reference value,to some extent,for the application of project-based learning in the first round review of high school biology for the third year of high school.During performance,I put forward relevant suggestions and reflect on the shortcomings,and summarized them,laying a foundation for subsequent research.