A Study On The Application Of PBL Teaching Mode In High School Biology Teaching To Develop Students’ Scientific Thinking

In the 2017 general high school biology course standards(2017 edition),there are clear indications that the high school biology program should focus on the development of students’ core literacy and make it a purpose to enhance students’ core literacy in biology.Scientific thinking is one of the four core elements of biology,and an important way to develop students’ learning to learn and their ability to use their brains and hands.PBL(Problem-Based Learning,or PBL for short)is a real-world,student-centered method of teaching and learning that builds learning circumstances.PBL,as a new model of curriculum teaching,is student-centered It aims to stimulate students’ learning interest through practical project activities,so that students can learn by doing and master new knowledge.pbl also attaches importance to cultivate students’ teamwork spirit and problem-solving ability,so that they can play their role in the team to achieve better learning effect.Applying PBL teaching mode to biology in classroom teaching helps students gain understanding and grasp biology knowledge,increase learning performance,as well as the formation of students’ core literacy,which can cultivate a group of talents with high quality,innovative ability,strong practical ability and good psychological quality for the society,thus making positive contributions to the development of the society.This study focuses on the implementation of the PBL teaching pattern in high school biology lessons to develop students’ scientific thinking in biology,and explore how to use PBL teaching mode in high school biology lessons to contribute to students’ learning productivity and ability development,and to achieve the purpose of improving students’ total quality.In terms of theoretical research,the authors use the method of document research to sort out and summarize the development of scientific thinking and PBL instructional mode at home and abroad,and define the concepts of scientific thinking and PBL instructional mode according to the research explanations of relevant researchers,followed by a detailed discussion of the theoretical basis for implementing PBL instructional mode and an overview of the construction process of PBL instructional mode.In the end,the author provides specific tactics for developing students’ scientific thinking in the PBL teaching model.Before carrying out the practical study,the authors investigated students’ scientific thinking using a questionnaire and designed teaching cases based on the results of the questionnaire.Then,using the experimental research method,the author conducted experiments on two experimental classes and applied the PBL teaching model to biology classroom teaching.After the experiment,the author used statistical analysis method to analyze the data obtained from the experiment.After examining a large amount of literature,I found that there are many research cases about PBL teaching mode and many research cases related to scientific thinking.However,there are few study cases of using PBL teaching pattern in high school biology lessons to build students’ scientific thinking.Therefore,in this paper,I applied the PBL teaching mode to high school biology classroom teaching.From the results of the questionnaires and tests,the applications of the PBL model in the laboratory can promote students’ adoption of scientific thinking,and the three dimensions of complex,dynamic and overall nature of students’ biological science thinking have been significantly improved,which indicated that the PBL teaching mode could influence students’ scientific thinking in all dimensions.It both promotes the development of students’ scientific thinking and enables them to better perform their core literacies in practice.This PBL instruction mode enables students to have a deeper understanding of the teaching content,so that they can better understand and master the information,further improve their bio-science thinking,and ultimately promote their bio-learning performance.Teaching samples of using the PBL teaching paradigm in high school biology to train students’ scientific thinking can also enrich the high school biology teaching case base and provide references for other researchers to conduct research in this area.At the same time,it helps front-line teachers to reconceptualize the teaching process and examine the instructional design with a new perspective.