Strategies Implementation Issues In High School Biology Teaching

Question teaching is a method commonly used in the learning process, in whichteachers purposely create different situations combined with the teaching content andstudents’ life experience and cognitive characteristics, and thus students will developtheir interest and motivation by seeking answers in the exploration and initiation ofactive learning. It also means constantly acquiring knowledge and skills in practice aswell as developing thinking and gradually formed one’s own learning habits.Question teaching method has a long history and long-term development, and isbased on many theories related to education and psychology. With the development ofthe new curriculum reform, question teaching method has gradually shown itsadvantage over others, which can effectively compensate for the shortcomings oftraditional teaching, highlight the dominant position of students, stimulate students’interest, and eventually change the status of students. This teaching method can meetthe requirements of quality education and arouse students’ innovation awareness,which is beneficial to the lifelong development of students. It also has a greatinfluence on the professional development of teachers and their operational level, andas a result, its significance to the innovation of teaching reform will be achieved in thenew century.The writer first did some intensive research on the history and development ofdomestic and foreign problem-teaching approach using the method of literature; afterlearning from other research results on the basis of theoretical analysis, three kinds ofdifferent class-type teaching mode has been worked out by examining the features ofnew lecture, revision and explanation (three types of classes). Combined with thehigh-school biology teaching practice and reflection, the author attempts tosummarize some effective teaching strategies: the strategy of creating problemsituation, design strategy, questioning strategy and students’ answer evaluatingstrategy. Through the course of educational experiment on the teaching of theexperimental class and the control class, the author will try to further examine theproblem teaching effect.Through the questionnaire investigation and teaching achievements of dataanalysis, combined with teaching practice, observing the students’ performance, theauthor has come to the following conclusions: the question teaching method canenhance the students’ interest in learning apparently, increase participation, andtherefore improve the efficiency of classroom learning; it can urge students to studyactively, realize their self-construction as well as improve academic achievement; inaddition, the method will benefit students in question consciousness and innovation consciousness, promote the quality of the students thinking, and enhance students’ability of analyzing and solving problems; finally, it can train the students’ ability oflanguage expression ability, communication and cooperation, enhance theirself-confidence, which plays a positive role in life-long development and the overalldevelopment of students.But in my deep heart carrying out problem teaching in high-school biology is asystematical engineering. The problem needs social widespread attention;comprehensive abilities of students should be tested in the selection of personnel;schools should support to establish individual independent learning environment, withall preparation groups engaged in the entire process and cooperation. And thedevelopment of students’ problem consciousness is supposed to begin from childhood,training goal to be consistent from kindergarten to primary school to middle schooland going on.