Abstract: This study proposes a new botany teaching model that integrates problem-based learning (PBL) with the case teaching method. This model constructs a problem-centered case teaching framework, designed to guide students in applying botany knowledge to solve practical problems through teamwork and discussion. To achieve this goal, a diversified case system was designed, comprising “basic knowledge cases”, “production practice cases”, and “scientific frontier cases”. During implementation, careful attention was given to each aspect of the teaching model, including case selection, problem formulation, student grouping and discussion, and the presentation and evaluation of outcomes. The research results indicated that this PBL case teaching method not only significantly enhanced students’ mastery and application of botany knowledge but also comprehensively promoted the development of their overall abilities and qualities. Additionally, it effectively stimulated students’ interest and initiative in learning. This study extends the application of the PBL case teaching method, providing valuable guidance and a reference for the innovation of botany education.

Key words: PBL teaching, case teaching, teaching effect evaluation, botany teaching, PBL case design