| One of the aims for the curriculum reform, which was issued in Guide Lines for Curriculum Reform in Basic Education (experimental draft) in June 8th, by Ministry of Education, is to reverse the current situation of students, where they are forced to accept studying and apply knowledge mechanically and learning by rote. At the same time, it is also bent on advocating students' actively participation in study, along with developing a variety of abilities, such as the gatheration and handle of information, as well as acquiring new knowledge, problem analysis and solvation, communication and cooperation as well. To achieve this goal, apparently, it is necessary to carry out problem teaching. This research is based on the establishment of former researchers foundation, using the problem teaching of the answer type within problem teaching as the point of departure of research in the biology teaching in the senior high school. For the convenience of the study, the problems which occurred in the biology class are divided into opening ones and enclosing ones. We mainly inquire into the influences to the teaching results by applying the problem teaching of these 2 kinds in different ways of the organization presentation. The concrete way in presentation is as follows: the first way is to present closing problems only(briefly closing problem type of teaching). The second goes to present opening problems only (briefly opening problem type of teaching), Next, students are organized in the way presenting opening problems to students first and contracting its scope derivation or putting forward several closing problems according to contents of courses later, which may be vividly called "funnel" type problem, (briefly called funnel problem type of teaching) We name the teaching type standing opposite way of tunnel problem teaching the seed-sowing problem teaching. In this way of teaching, the teacher presents a closing problem first, according to the content of course, then derivate one or several opening problems to arise students' discussion or consideration, and finally carry on a definition towards opening problems. From the point of the above four kinds of different ways of presentation, setting up four kinds of teaching modes, and adopt the method of experiment research to take in to verify. We may come to the conclusion via statistical analysis of experiments.1. Presentation of opening problems may greatly arise students' interest, particularly by funnel problems and seed-sowing problems.2. Students achieve great progress in analyzing and evaluation by assigning opening problems, especially funnel problem and the seed sowing problem3. Neither the opening problems nor the closing problems have a great effect on the top students the way they remember, understand and apply.4. The presentation of seed-sowing problems has a better teaching effect than the tunnel problems presentation. |
