A Practical Study Of Junior High School Biology Project-based Learning Activities Under The Background Of Labor Education

Project-based learning designs inquiry activities around real problems,allowing students to work in groups to plan and solve project tasks in response to real problems in the real world.Labor education is to give full play to the educational function of labor and educate students to love labor and the working people,as an important part of Chinese characteristic socialist education system,labor education has the comprehensive education value of moral cultivation,intellectual enhancement,physical strength,beauty cultivation and so on.Applying the project teaching mode to integrate labor education into discipline teaching is helpful to improve students’ labor accomplishment and construct the discipline concept.By combing biology textbooks of junior high school,this study selects biological concepts that can penetrate labor elements,and combines students’ labor background to develop and design project-type learning activities and conduct practical research.To explore the effectiveness and feasibility of biology project-type learning activities in junior high school under the background of labor to improve students’ labor literacy,stimulate students’ interest in biology learning,and help students construct biological concepts.The following major achievements have been made:1.On the basis of the existing design and implementation mode of project-based learning activities,develop the design and implementation framework of junior high school biology project-based learning activities under the background of design labor.Combination with students’ labor background and Curriculum standards,the project learning activity case "The formation and practice of healthy eating habits" is designed.2.Conduct practical research on the developed activity cases in the form of community activities.Through questionnaire survey,labor literacy assessment and biological theory knowledge assessment,the influence of students’ project-style learning practice on labor literacy,learning interest and the effectiveness of biological concept construction was analyzed.3.The data results show that,except for the dimension of "labor spirit"(P=0.290),there is no significant difference in students’ labor literacy,while the three dimensions of "labor attitude and habit"(P=0.039),"labor cognition and concept"(P=0.006)and "labor practice and ability"(P=0.006)have significant improvement.In terms of learning interest,before the practical research,most of the students showed a moderate liking for biology,while after the practical research,most of the students expressed a preference for project-based learning activities,which can effectively improve students’ interest in biology learning.In terms of the effectiveness of biological concept construction,the comparative analysis of the biological theory scores of the subjects before and after testing found that the average value of the subjects after testing was significantly higher than the average value of the pre-testing(P=0.001).Compared with the non-practical research objects with similar pre-test theoretical scores,in the six knowledge levels of Bloom’s cognitive domain goals,the average value of each knowledge level of the practical research objects is higher than that of the non-practical research objects.And "memorization"(P=0.040),"understanding"(P=0.030),"analysis"(P=0.009),and "evaluation"(P=0.027),and other knowledge level appeared significant difference.Therefore,the implementation of project-based learning activities can help students construct biological concepts.After practice and reflection,the following suggestions are put forward:(1)In order to effectively penetrate labor education content in project activities,it is necessary to closely combine biological concepts with labor elements and carefully design activities.(2)In order to ensure the full participation of students,it is necessary to reasonably plan the project and pay attention to the fun of the activity design.(3)Teachers should constantly strengthen the study of project activity guidance strategies and improve their professional skills.