The Practical Research Of PBL Teaching Model Based On STEAM Concept In High School Biology Teaching

In the rapidly developing information age,the requirements for talents are also keeping up with the times.The new curriculum standards for high school biology require teachers to actively innovate teaching methods and appropriately engage in interdisciplinary activities when arranging teaching.The STEAM educational philosophy is characterized by interdisciplinary thinking,with a focus on cultivating students’ interdisciplinary thinking.The PBL(Problem Based Learning)teaching model is a problem-oriented learning method that focuses on cultivating students’ problem-solving abilities.Both have a positive impact on the cultivation of students’ comprehensive abilities.Therefore,this study attempts to integrate the STEAM education concept and PBL teaching mode,and apply them to high school biology classrooms,aiming to improve the effectiveness of students’ academic performance,learning interest,problem-solving ability,classroom participation,and other aspects.Firstly,through literature search,understand the current research status of STEAM concepts and PBL teaching models both domestically and internationally,analyze and organize the theories,concepts,and research methods related to STEAM and PBL,and clarify the feasibility and principles of integrating STEAM and PBL teaching models.Secondly,through a questionnaire survey on the understanding and application of the STEAM concept and PBL teaching model among high school students in Wuhua County,it was found that the interest of high school students in biology in Wuhua County needs to be further improved.The application frequency of STEAM education concept and PBL teaching model in classroom teaching is not high,and students are willing to accept new teaching models,but teachers rarely use new teaching models.Subsequently,a PBL teaching model based on STEAM concept was constructed,including pre class preparation stage,classroom implementation stage,and post class reflection summary.And select the new textbooks of "Steady State and Regulation" and "Biology and Environment" from the People’s Education Press for high school biology selective compulsory course one and selective compulsory course two,and design teaching cases based on the STEAM concept of PBL teaching mode.Finally,carry out teaching practice activities based on the STEAM concept of PBL teaching mode.At the school where the author teaches(Tianjiabing Middle School in Wuhua County),students from Class 4 and Class 5 of Grade 2,who showed no significant differences in academic performance,interest,problem-solving ability,and classroom participation,were selected for a three-month teaching experiment.The experimental class was taught using the STEAM based PBL teaching model,while the control class was taught using the traditional model.After the teaching experiment,academic proficiency tests and questionnaire surveys were conducted on students from both classes.In the second academic proficiency test,the average score of the experimental class’ s academic performance was 4.39 points higher than that of the control class.Independent sample t-tests were conducted on the performance data of the two classes,and it was found that the p-value was<0.05.The post test results of the questionnaire showed that in terms of learning interest,problem-solving ability,and classroom participation,the experimental class scored 6.39,8.31,and 7.90 points higher than the control class,respectively.The p-values of independent sample t-tests were all less than0.05.There are significant differences in academic performance,interest,problem-solving ability,and classroom participation between the two classes.