A Study On The Application Of Project Based Learning In High School Biology Review Classes

With the curriculum reform,high school biology teaching has ushered in new challenges.And project-based learning,as a new teaching model,emphasizes studentcentered,inquiry activities in authentic contexts and focuses on the cultivation of students’ multiple abilities,which has sparked the attention of many scholars.This thesis will focus on the application of project-based learning in high school biology review classes,so as to promote the transformation of students’ learning styles and literacy development and improve the review efficiency.Firstly,after analyzing the background of the study and combining the current status of project-based learning at home and abroad,we found that the research on the application of project-based learning in high school biology has gradually increased in recent years,but there are few studies in high school biology review classes.Secondly,the theoretical basis and basic elements of project-based learning are expounded,the implementation process and applicable textbook content of project learning applied to high school biology review courses are further sorted out,and the similarities and differences between project learning and problem-based learning are analyzed.Then,through questionnaires and teacher interviews,we understand the current situation of teachers and students’ teaching and learning in high school biology review classes,and analyze the possibility and necessity of applying project-based learning in high school biology review classes.Based on a clear application of project-based learning to high school biology implementation process,a case study was designed and taught with some textbook contents of selective compulsory one and selective compulsory two of high school biology in the Humanities version.Finally,we analyzed the results of student performance and questionnaires,combined with student interviews,and conducted a comprehensive analysis of the effects of project-based learning in the experimental and control classes.The data collected by SPSS software showed that students’ academic performance,cooperation,critical thinking,and creative thinking improved significantly after applying project-based learning,but problem-solving skills did not.Combined with the results of the student interviews,it is clear that students are generally active in project activities and have a high interest in project-based learning.This study verifies the value and feasibility of applying project-based learning in high school biology review classes from both theoretical and practical aspects,and summarizes the shortcomings in the practice process,and proposes suggestions and development directions for the implementation of project-based learning in high school biology review classes.