Practical Application Of Project-based Teaching In High School Biology Teaching

The development of students’ core literacy is the basic requirement for the implementation of biology teaching in the "General High School Biology Curriculum Standards(2017 Edition and 2020 Revision)",and the teaching content focuses on big concepts,the teaching process emphasizes practice,and the teaching evaluation is diversified as the main methods to implement the core literacy requirements.On the basis of literature research and current situation investigation,it is found that there are problems in project-based teaching in biology teaching in high schools: students generally think that biology content is difficult,it is difficult to remember and understand a large number of knowledge points,and most students do not like the teacher’s indoctrination lecture method,and express their hope to participate in practical inquiry activities.Project based teaching is an important way to implement core literacy with core concepts as the main line of the project,practical activities as the project implementation method,and process evaluation as the project orientation.How to integrate project based teaching into high school biology teaching to cultivate students’ biological literacy and ability to solve biological problems,and meet the requirements of curriculum standards for talent training is the main problem to be solved in research.Taking the 32 nd class of the first year of high school as the research object,under the guidance of pragmatic learning theory,multiple intelligence theory and constructivist learning theory,the principles and processes of projectbased teaching were clarified,and under the guidance of the two,the content suitable for project based teaching in the content of the "Molecules and Cells" module of high school biology in the human education version was sorted out,and "Making a three-dimensional model of eukaryotic cells","Exploring the factors affecting enzyme activity" and "Exploring the environmental factors affecting photosynthesis" were selected The three sections of the content are designed and practiced by project-based teaching cases.Through the research of teaching practice,the following conclusions are drawn: project based teaching can better solve biology and biology-related practical problems,better promote students’ interdisciplinary learning ability,students can deal with and analyze the knowledge of other disciplines,and apply it to the learning of biology,but it cannot improve students’ group cooperation ability.He also put forward suggestions for the implementation of project-based teaching in the process of biology teaching:(1)teachers should have a positive attitude towards projectbased teaching,and only in the process of continuous time and learning can they develop project-based teaching suitable for biology;(2)Teachers should be provided with opportunities to collaborate with their interdisciplinary faculty to promote mutual advancement and better integration of multiple disciplines;(3)It is necessary to provide teachers with professional learning of project-based teaching and provide theoretical support for teachers’ teaching implementation;(4)course materials and teaching practices should be student-centered,providing students with opportunities to share their personal ideas;(5)Process learning evaluations consistent with core competencies should be developed.