Practical Research Of Project-based Learning In Biology Teaching In Junior High School

China’s school education takes the implementation of morality and cultivating people as the fundamental task to promote the development of quality education.In this process,teachers play a key role.In order to cultivate students’ core literacy and promote the all-round development of students’ ability,the focus is on what kind of teaching method to choose.In the face of the practical problems in the current education process,The reform experience has explored new changes within a reasonable range.Project-based Learning(PBL)has both historical and contemporary,and meets the basic requirements of quality education.Let students carry out project-based learning in the classroom,complete exploratory and open project tasks,develop the habit of independent thinking and independent learning,promote the development of their creative thinking and independent construction ability,and apply knowledge to practice to achieve the overall improvement of personal literacy.The relevant research on project-based learning at home and abroad is mature.There are rich cases in the comprehensive practical activities and computer field.In the process of localisation of project-based learning,it integrates the current educational hot spots and promotes a new connotation.There is a lot of practical content in junior high school biology textbooks,but due to the lack of mature teaching models and classroom teaching cases for reference,the implementation of project-based learning in junior high school biology classrooms is not optimistic.Deep excavation of junior high school biology textbooks to form project-based learning cases is an effective way to popularize the application of project-based learning in junior high school biology classrooms.The purpose of this study is to build the application mode of project-based learning in junior high school biology classrooms through in-depth excavation of teaching materials,and implement project-based learning in junior high school biology classrooms under the middle school entrance examination mode,analyze practical effects,explore the basic process and effective strategies of implementing project-based learning in junior high school biology classrooms,improve the quality of biology classroom teaching,and provide practical cases for promoting the application of project-based learning in regular classrooms.This study adopted a variety of research methods and mainly completes the following contents: In the early stage of the research,I consulted a large number of literature materials to define the relevant concepts of project-based learning,and then sorted out the research status of project-based learning at home and abroad;Then designed questionnaires to understand the current situation of junior high school biology classrooms in schools in Guang’an City,Sichuan Province,and investigated the feasibility and necessity of implementing project-based learning in junior high school biology classrooms;adjusted the existing teaching model of project-based learning to make it suitable for regular classrooms,Then,the teaching design was carried out according to the students’ learning conditions,the requirements of the curriculum standards and the content of the teaching materials;and conducted classroom teaching according to the teaching design,and completed the practice of three project-based learning cases: Making a Microscope Book,The mystery of edible fungi,and Designing a Nutrition Recipe.Among the six classes with the same level taught by the author,three classes were randomly selected as the control group,and the other three classes were used as experimental groups to carry out traditional teaching and project-based learning teaching respectively.Through the pre-and post-test results,students’ academic performance and biological core qualities were quantitatively analyzed.By analyzing the completion of students’ classroom experiments and interviewing some students after teaching practice,we understood students’ experimental ability and feelings about project-based learning,and discussed the impact of project-based learning on students’ biological learning in junior high school biology classroom.Through research,the author reached the following conclusions: 1.Compared with traditional learning methods,project-based learning can improve students’ academic performance to a certain extent;2.Compared with traditional learning methods,project-based learning can improve students’ core biological literacy;3.Compared with traditional learning methods,project-based learning can improve students’ experimental operation ability;4.Compared with traditional learning methods,project-based learning can stimulate students’ interest in biological learning.This study summarized several experiences on how to better implement project-based learning in junior high school biology classrooms:1.Doing a good job in teaching planning;2.Effective grouping;3.Diversified rewards;4.Create a harmonious classroom environment.From theoretical exploration to teaching practice,this study proved that project-based learning is an effective way to realize the development of core qualities in junior high school biology,provided teachers with new ideas for classroom transformation,and enriched and developed the project-based learning model to a certain extent.In short,project-based learning enriches students’ learning methods,effectively improves students’ problem-solving ability,cultivates students’ core biology literacy,and has a good teaching effect.