Practical Research On Project-based Learning Aim At Cultivate Problem-solving Ability In High School Biology Teaching

With the continuous development of global science education,the cultivation of students’ problem solving ability as one of the important goals of talent training in the new era has been emphasized in many natural science education.Problem solving ability belongs to the category of scientific thinking in the requirement of core literacy of high school biology.It has become a hot research issue to cultivate students’ problem solving ability to promote the development of students’ core literacy in the background of high school biology.After the analysis of relevant PBL teaching resources and the types of activities,this study designed a high school biology student community course with project-based learning mode based on the cultivation of problem solving ability,and carried out a design-based PBL activity by using the school environment teaching resources which is rarely used in the current practice cases.In terms of theoretical research,Firstly,404 teaching cases of project-based learning model in the past five years are reviewed,and the classification and statistical methods of project-based learning model teaching resources and types of teaching activities are attempted to be established.Secondly,based on the analysis of teaching resources and types of teaching activities,the corresponding relationship between some teaching suggestion activities and potential project-based learning themes in the five teaching modules suggested by the high school biology curriculum standard is sorted out.Then,taking two of the themes as examples,this study sorted out and analyzed the distribution of textbook resources in the two compulsory course of high school biology in the People’s Education Press.In terms of practice research,by combining qualitative and quantitative analysis,an evaluation system of students’ problem-solving ability is designed for this study.On the basis of sorting out the existing framework of project-based learning mode,this study constructed an activity design model framework of project-based learning mode aimed as the cultivation of problem-solving ability.After a semester of teaching practice,the evaluation system that designed in this study is used to comprehensively assess the development of students’ problem-solving ability,and the Statistical Product Service Solutions(SPSS)is used to compare the differences of the collected data.The results show that:(1)Project-based learning can effectively cultivate students’ problem-solving ability,which is reflected in the evaluation system of this study as: In the three problem-solving processes of representation and analysis,planning and solving,monitoring and reflection aspect,before and after the experiment,students’ attitudes significantly improved(P < 0.05),the students’ classroom observation table of the course activity shows that the problem solution is well solved,and the open problem resolution rating test showed a higher level of students’ problem-solving ability in the end of this course;(2)In the background of high school biology courses,The Project-based learning can be carried out in the form of student community and received better course feedback.