Application Of Problem Teaching Method Of High School Biology Classroom

At a time when education reform advances, more and more educators feelthe need to change the traditional teaching methods to promote enthusiasm andinitiative of students learning and cultivate innovative thinking in the learningprocess."Question teaching method" is set in this background."Questionteaching method "means teachers guide students to raise questions throughindependent study or research to solve the problems of cooperation andencouraging students to constantly introduce new teaching methods proceedingfrom their interests and experiences, based on educational materials.Based on the comprehensive study of relevant literature and investigationand analysis of the present situation of the problem in high school biologyclassroom teaching combined with teaching practice, the application of questionteaching method in high school biology classroom strategies is discussed in thispaper. Question teaching method in the high school biology classroomapplication is divided into three periods:1. The creation of problem situationstimulates students to raise questions;2. Guide students to clarify ideas to putforward appropriate questions.;3. Organize students to solve problems throughinquiry activity. The paper also analyzes specific strategies and potentialproblems that should be paid attention to. To test the effectiveness of the questionteaching method application strategy, this research provides the experimentalclass and the control class for a semester. The question teaching method isapplied in the experimental teaching class with control class still using traditionalteaching methods. The results show that the problem teaching method canobviously improve students’ learning interests and learning attitude, andstrengthen student’s problem consciousness, thus improving students, academicperformance. Finally，Summary and reflection of the problem teaching method isincluded at the end of the research: problem teaching should be combined withother teaching methods; students should be given ample time ofr reflection; theteachers should comment on students positively. In summary, problem teachingmethods put forward higher requirements for teachers.