Investigation And Strategy Research On High School Biology Project-based Learning Based On Core Literac

Biology is a basic subject that studies the phenomena of life and the laws of life activities,and in January 2018,the Ministry of Education officially promulgated the General High School Biology Curriculum Standards(2017 Edition),which condenses the key competencies of biology based on the nature of the subject and emphasizes the learning style of group cooperation and active inquiry.To a certain extent,the traditional teaching model cannot meet the needs of reform and talent cultivation in the education field.And project-based learning is a way to plan projects and solve project tasks in group cooperation under the guidance of the curriculum standards,based on the theories of constructivism theory,pragmatism education theory and multiple intelligences education theory.With the deepening of curriculum reform,project-based learning is considered as an effective way to implement students’ key competencies in the subject.Therefore,this paper attempts to introduce project-based learning into high school biology teaching and constructs a project-based learning teaching model based on key competencies in order to provide reference for front-line teachers’ teaching practice.The research methods used in this paper include literature research method,questionnaire survey method and case study method.First,we searched the literature to understand the current situation of domestic and international research on project-based learning and the application of project-based learning in secondary school biology teaching,sorted out the definition,characteristics,strategies and teaching process of project-based learning,and summarized the current research results.The questionnaires were distributed to teachers and students to understand the current situation of students’ learning in biology,their interest in project-based learning,and the problems of front-line teachers’ recognition of the value of project-based learning.The following conclusions were obtained:(1)Students expect collaborative,inquiry-based learning,focus on knowledge while increasingly focusing on the development of their own abilities,and believe that current biology classrooms have few real-life connections,indicating a certain student base for advancing projectbased learning.(2)Front-line teachers agree that project-based learning is useful for the development of students’ key competencies in biology,and that it is used in biology classrooms at present,but it is not very popular,and a large proportion of teachers are very unfamiliar with project-based learning.(3)Teachers believe that the difficulties in carrying out project-based learning are mainly: the heavy academic burden caused by the examination and evaluation system,the lack of energy and motivation of students;the lack of time to promote project-based learning due to the tight class schedule;teachers themselves are not clear about the process and mode of project-based learning and cannot provide students with good guidance;schools are worried that the quality of teaching is not guaranteed and the hardware facilities are not complete,etc.Combining the survey results,the teaching model of project-based learning based on key competencies was designed to address the current situation of students’ learning and teachers’ problems in teaching,and the considerations in carrying out teaching were proposed.The projectbased learning content of the compulsory biology textbooks in high school was summarized,and the teaching cases were designed and developed by applying the case study method,with "controlling sugar and reducing fat,being the master of health" and "constructing models,uncovering the code of life" as the research themes.This study provides ideas and reference cases for front-line teachers to carry out project-based learning.