erdEducation Reform and Development2652-53642652-5372Bio-Byword Scientific Publishing Pty. Ltd.10.26689/erd.v8i9.15877ArticleProject‑Based Teaching Exploration on “Environmental Behavior‑Biological Effect” of Environmental Pollutants — Taking Toxicity Evaluation of Heavy Metals Adsorbed by Microplastics as an Examplehttps://artdesignp.com/journal/erd/8/9/10.26689/erd.v8i9.15877WangLei,HaoChunli,LinChengqi,HuangHuabin,WangYanyun2026892026-10-27With 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.Environmental pollutants, “Environmental behavior‑biological effect”, Project‑based teaching

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