The Case Study Of Problem-oriented Teaching Method Applied In The Hight School Biology Classroom

In2001,started a new round of basic education curriculum reform in our country, the purpose is tokeep up with the trend of The Times, the training of innovative personnel in accordance with therequirements of the new century. So how to cultivate new talents, is not only the problem to be solved byeducators in our country, but also the world hotly debated subject. Because in the face of increasingly fierceinternational competition, knowledge innovation is very important. The slogan of quality education hasblew for years in our country, and the quality education advocated by the core purpose is to strengthen thenational’s problem solving ability and innovative thinking ability of comprehensive new talent team, stepby step to promote the progress of our country’s national quality. In the last century60s, the former Sovietunion experts advocated the teaching theory of problem-oriented teaching is conform to the current socialdemand for talents cultivation. This article is on the basis of study high school biology of individual case toanalysis the existing problems and advantages of the problem-oriented teaching method in the biologicalclassroom in the process of the implementation.Research content mainly includes the problem-orientedteaching method in high school biology teaching cause analysis, steps of implementation and the problemsof generation and solution of the problem.Starting with the same section of the biology teaching examples, the teaching effect of using differentteaching methods is analyzed and summarized by this paper in three classes respectively. One of theseclasses uses"cramming education" teaching method, other two classes using the problem-oriented teachingmethod and then I summarizes the advantages of problem-oriented teaching method, the existing problemsand the matters needing attention. Under the guidance of some education theories, such as constructivismteaching theory and meta-cognition theory, learning theory of cognitive structure,the author usesdocumentary method and case study method to research and analyze teaching practice of problem-orientedteaching method.From analyzing the domestic and foreign research present situation of the problem-oriented teachingmethod, in combination with education theory, this subject put forward the purpose of the research, whichis by means of problem-oriented teaching method applied to the study in high school biology teaching, hoping to improve the students’ interest in learning and problem consciousness, and to explore practicalproblems, summarize experience, put forward some constructive strategy, promoting the problem-orientedteaching method in the biology classroom teaching effectiveness.Research mainly includes the practicalsignificance and theoretical significance. The practical significance is that problem-oriented teachingmethod can promote the students’ learning desire and interest in learning, and even offer effective teachingmethods for teachers and so on. The theoretical significance of the topic enrich the theory connotation ofquestion teaching method and sublimate some theories in further, such as constructivism, humanism theory,etc.Innovation of this paper is that the case teaching in the new lesson in high school biology is thebreakthrough point for a targeted in-depth discussion problem-oriented teaching method of theimplementation of the strategy, namely by "creating problem situation--students questioned, find and askquestions--teachers and students to explore and solve problems together--summary", using this kind ofproblem-oriented teaching model to complete the new lesson teaching, the teacher just step by step guidesthe student to found the problem, find out the ways to solve problems, to help students in a positive andenthusiastic atmosphere complete new knowledge learning, in the process of teaching and promote theimprovement of students’ autonomous learning ability, to strengthen the students’ problem consciousness.