Research On The Application Of PBL Experimental Teaching Model In High School Biology

Biology,as a fundamental discipline in natural science,is characterized by its ways of thinking and exploration of natural laws,and experiments in biology are the primary means of realizing this exploratory process.The traditional high school biology laboratory teaching model is single,while the Problem-Based Learning(PBL)model is a student-centered teaching model based on problem-solving.Through group collaboration to solve problems,students gradually build their knowledge system in the process of active participation and exploration.This is also consistent with the educational concept proposed by the new curriculum standard,which emphasizes core competencies and practical processes.In China,there is already a certain research foundation for applying the PBL model to science education in middle schools,but the author found that there is limited research combining it with laboratory teaching.Through literature research,questionnaire survey,and experimental research methods,the author applied the characteristics of the PBL model to high school biology laboratory teaching,constructing a PBL model suitable for high school biology laboratory teaching,and applying it in practice.Suggestions were made to address the problems encountered during practical application,with the aim of improving students’ abilities in biology laboratory learning and core competencies.This thesis mainly completed the following research work:1.The author collects and sorts out relevant literature to clarify the theoretical foundation,definition and interpretation of the concept and characteristics of PBL model.Systematically the author summarizes the current research status of PBL model at home and abroad,as well as the current situation of PBL model in experimental teaching in China.2.Based on the characteristics of the PBL model and the current situation of biology laboratory teaching,and on the basis of previous research on the PBL model,the author constructs a PBL model suitable for high school biology laboratory teaching.3.Through questionnaire survey and field interviews,the author understands the current situation of high school biology laboratory teaching,selecting appropriate teaching content,and designing teaching plans in combination with the learning situation.And the author applies it to two parallel classes of Grade 11 for teaching practice.4.The author conducts statistical analysis on the results of teaching practice,drawing conclusions,and proposing improvement suggestions for problems encountered in practical application,in order to improve the effectiveness of the PBL model in experimental teaching.Finally,the difference analysis was done on the ability level of each dimension of the two classes at the end of the experiment.The P-values of learning interest,experimental ability,and cooperative and innovative ability were all less than 0.05,indicating that the experimental class and the control class had significant differences in these three dimensions after the experiment;while the P-value of problem awareness dimension was greater than0.05,indicating that there was no significant difference between the two classes in this dimension after the experiment.The test scores of the two classes after the experiment were analyzed,and the experimental class scored higher than the control class;the P-value of the biology scores of the two classes was 0.025 < 0.05,indicating that the biology scores of the two classes were significantly different.In summary,the PBL model is in line with the concept of new curriculum reform and is feasible for applying in high school biology laboratory teaching.To some extent,it can improve students’ abilities in biology laboratory learning and their comprehensive quality.