Practical Research On The Cultivation Of High School Students’ Life Concept By Project-based Teaching Under The Big Concept

With the development of basic education curriculum reform,teachers are required to continuously learn advanced educational concepts,actively explore new teaching models to implement curriculum standards,and cultivate innovative talents with comprehensive development and moral integrity required by the times.As a new teaching mode,project-based teaching is student-centered,problem-oriented and project-oriented to cultivate students’ comprehensive abilities.At the same time,the newly revised high school biology curriculum standards emphasize that the organization of the curriculum should focus on the big concepts,pointing out that the ultimate goal of teaching is to enable students to deeply understand and apply important biological concepts,and the big concepts are also an important biological part of life concept in the core literacy of biology.Teaching from the big concepts is also conducive to cultivating students’ life concept.Based on this,the author attempted to organically the big concepts with the project-based teaching,use the big concepts to optimize the project-based teaching,construct a project-based teaching mode of high school biology under the big concepts,and explore the feasibility of this teaching mode in high school biology teaching and the importance of cultivating students’ life concept.The main contents of this study were follows :(1)This paper combined the literature on big concepts and project-based teaching at home and abroad,summarized the research status at home and abroad,defined relevant concepts,summarized relevant theoretical basis,constructed project-based teaching mode under big concepts and the formation path of life concept in this teaching mode.(2)Carried out practical research,combined with the results of the first monthly examination and the pre-test results of life concept,selected two classes with no difference in biological knowledge level and life concept level as experimental classes and control classes to carry out differential teaching,designed project-based teaching cases under the big concept,applied them to teaching practice,and analyzed the collected experimental results after practice,and drew relevant conclusions.(3)Reflected on the problems and deficiencies in this teaching practice research,and gave suggestions for the implementation of high school biology project-based teaching under the big concept,and provided some reference for the following biology teachers to carry out project-based teaching.The research show that :(1)The project-based teaching mode under the big concept is feasible in high school biology teaching.(2)The project-based teaching mode of high school biology under the big concept can fully achieve student-centered teaching Under this teaching mode,students are the active constructors of knowledge,which can better absorb the conceptual knowledge of biology and help to improve students’ overall life concept.