Volume 8,Issue 9
Project‑Based Teaching Exploration on “Environmental Behavior‑Biological Effect” of Environmental Pollutants — Taking Toxicity Evaluation of Heavy Metals Adsorbed by Microplastics as an Example
With the rapid development of ecological environmental protection, social requirements for talent cultivation in environmental‑related majors keep escalating. Students are required not only to master solid basic theoretical knowledge of environmental science, but also to possess comprehensive practical capabilities and innovative scientific‑research literacy for independently conducting pollution monitoring, toxicity analysis, risk assessment and exploration of pollution mechanisms. Traditional teaching modes mostly adopt fragmented theoretical lecturing, while confirmatory operations dominate experimental sessions. It is difficult to form a systematic knowledge chain covering pollutant environmental migration behavior, toxicological‑biological effects and ecological‑risk assessment. The project‑based teaching mode can effectively break the limitation of knowledge fragmentation in traditional classrooms, stimulate students’ initiative in scientific‑research inquiry, deepen their core understanding of synergistic‑action mechanisms of combined pollution and evolutionary laws of pollutant environmental behaviors, and comprehensively improve students’ comprehensive capabilities. Given the above, this paper first elaborates the implementation paths of project‑based teaching for “environmental behavior‑biological effect”, and then analyzes its practical effects, so as to provide certain references for relevant researchers.
[1] Ji L, 2025, Application of Progressive Project-Based Teaching in Courses for Environmental-Design Major — Taking Public-Building-Design Course as an Example. Shanghai Packaging, (11): 266–269.
[2] Deng T, You C, 2025, Application of Project-Based Teaching in Curriculum-Ideological-and-Political Teaching of Professional Courses — Taking Introduction to Environmental Protection as an Example. Journal of Wenshan University, 38(5): 94–99.
[3] Zhang X, Cao Y, 2025, Exploration on Teaching Reform for the Course Environmental Ecology Under the Background of Ecological-Civilization Construction. Education and Teaching Forum, (36): 48–51.
[4] Ke Y, Li B, Jiang Y, et al., 2025, Exploration and Practice of AI-Driven Debate-Based Teaching Mode for Environmental Ecology in Colleges and Universities. Educational Review, 14(25): 83–87.
[5] Jin N, Jiang H, 2025, Exploration of “Three-in-One” Teaching-Reform Mode for Environmental Ecology. Shanxi Youth, (14): 124–126.
[6] Xiao Y, Huang Z, 2025, Research on Teaching Reform of Environmental Ecology Guided by OBE Educational Theory. Journal of Zunyi Normal University, 27(3): 132–134.
[7] Zou X, 2024, Exploration and Practice of Project-Based Teaching Mode of “PBL Introduction + SPOC Embedding” in the Course Environmental Monitoring. Chemical Industry Times, 38(3): 98–103.
[8] Li X, Qin Y, Zhang J, 2023, Practice of Hierarchical-Progressive Structure Based on Project-Based Teaching — Taking the Course Environmental Impact Assessment as an Example. Academy, 16(31): 29–31.
[9] Li L, Liang Y, Xiao X, et al., 2023, Exploration and Practice of SPOC-Based Blended Teaching Mode for Environmental Ecology. Research and Practice of Innovation and Entrepreneurship, 6(2): 148–152.
[10] Jia W, 2022, Application of Progressive Project-Driven Teaching Mode in Courses for Environmental-Design Major. Industrial Design, (5): 38–40.
