Research On The Integration Of Project-based Learning And Junior High School Biology Teaching In Maker Education Perspective

With the rapid development of science and technology in the world and the continuous popularization of global information technology,the demand for innovative talents in China ’s development in the new era is increasing.Maker education has become a hot spot of widespread concern for educational researchers in China.Under this background,the research results of " Chinese students ’development core literacy " were released in Beijing in 2016,and the concept of discipline core literacy was deeply rooted in the hearts of the people.The majority of teachers continue to try to adopt new teaching methods to promote the improvement of students ’ core literacy,and strive to cultivate innovative talents with both ability and morality.Project-based learning has begun to emerge in all levels of schools and classroom teaching.From the perspective of maker education,this paper studies the integration of project-based learning and junior high school biology teaching,aiming to improve students ’ comprehensive quality and maker literacy of biology through this stage of teaching practice,and provide some practical reference for front-line teachers.Firstly,the relevant concepts and research status of maker education and project-based learning at home and abroad are combed,and the feasibility and necessity of this study are clarified.Then,through teacher interviews,the current situation of the integration of project-based learning and junior high school biology from the perspective of maker education is investigated.The current status of students’ interest in biology learning and their literacy level was investigated through questionnaires to students in six classes of grade 7 in the internship school.On the basis of the survey results,the author attempts to construct the project-based learning teaching mode of junior high school biology from the perspective of maker education combined with the characteristics of biology,and sorts out the junior high school textbooks published by the People ’ s Education Press,and summarizes the reference topics for the project-based learning of junior high school biology.At the same time,this paper selects the project-based learning cases from the perspective of maker education from the three themes of ’ Into the World of Biology ’,’ Colorful Cells ’ and ’The life of a plant ’ in the seventh grade,and summarizes the influencing factors and relevant suggestions of the implementation of the model.At the same time,the project-based learning practice research from the perspective of maker education shows that :(1)Students ’ interest in biology learning is generally improved;(2)Students have improved to varying degrees in the four dimensions of biological maker literacy;(3)There is no significant change in students ’ teamwork ability before and after practice,indicating that there are some problems in students ’ teamwork,and the improvement of students is not obvious;(4)Students ’ self-efficacy is also generally increased;(5)Most students prefer this learning style and hope to use it again in the future.This shows that it is feasible and of positive significance to integrate project-based learning with junior high school biology from the perspective of maker education.Finally,this study summarizes the factors affecting the implementation of the model are students,teachers and the environment.Suggestions are as follows :(1)Deeply observe the learning situation to deep the project inquiry process;(2)Improve teachers ’ quality to enhance the effectiveness of project learning;(3)Strengthen the tripartite cooperation to optimize the maker environment construction.