Investigation And Research Of Student's Ability To Ask Questions In Middle School's Biology Teaching

Question is the source of creativity, and it is also the starting point as well as the ending point. New course teaching in middle school's biology advocates investigative study. Asking questions is the most important step in this process, and higher level research also requires students to know how to ask questions independently. Therefore, it is necessary to carry out research on how to increase student's ability to ask questions, based on concepts of new courses.Through investigation and discussion with students and teachers, we find that, in general, student's ability of asking questioning is weak, which appears as: only few students ask questions actively and the type of questions is limited. Most students dare not, or are unwilling to ask questions, or are not good at asking questions. After careful analysis, we think that main reasons to affect students' asking questions are teaching atmosphere, circumstance, teaching concept, individual personality, authority, information obstacle, strategy, method of evaluation and time. And they are important factors in presenting our own teaching methods and strategies. By combining the above investigation results and the analysis from references, we think that there are five stages in the process of student's asking questions.①Dare to ask questions-to make appropriate soft environment to let students feel mentally safe and free;②Conscious of asking questions-to set up environment for asking questions in many ways and to promote questions;③Construction of questions-to understand the context deeply and to know the obstacle between the given and target;④Expression of questions-to express in a written or oral way;⑤Determining questions-to determine questions which are relevant and appropriate for biology study from categorization, inductiveness and evaluation. From these five stages, we propose ASIA teaching mode to train student's ability in asking questions in middle school's biology teaching. It can be simplified as: creating atmosphere-setting up situation-guiding method-appraise bycategory-determining questions. The detailed operational strategies include: creating atmosphere, setting up situation, guide, expression, categorization, inductiveness, appraise and determination.To inspect the applicability and result of this teaching mode and strategy, we carry out a one-semester research on this subject. We obtain the following conclusions.①ASIA teaching mode and strategy is appropriate for biology teaching, and it can greatly improve students' ability of asking questions. It effects include: students will ask more questions and the type of questions is diverse; the increase in question's quality; to help students analyze questions and elucidate relevant knowledge.②By using ASIA teaching mode and strategy, students have more active attitude in asking questions. They are also good at asking questions now.③When appraising students' abilities in asking questions, we should not only focus on quantity and quality of those questions, but also on other sides such as source and type.