Junior Biology Problem-driven Teaching (PDT) Strategy Research

Problem-Driven is the original force and driving force to explore natural science for students. According to the concept of new curriculum reform and the characteristics of the junior biology new teaching material of People’s Education Press, the subject takes the problem as the carrier to discuss biology teaching from the "problem-driven", improve the structured model of problem; establish the new model of PDT to adapt to biology teaching in the junior high school. Firstly redevelop the problem in teaching materials, Such as abandon the valueless problem, improve some problems by combining with the students’ physical characteristics, and add some problem. Then, reclassify problems of teachers design to PQ、CQ、UQ、and CPQ according to the students different purposes of solving the problem. From the difficulty setting, knowledge range, combined with the creation of scenarios, the relationship and the extent of three-dimensional goals and so on to think and study for exploring the method of design and optimization about various problems. Finally, combined with the classroom teaching smooth, vivid, thinking orientation and knowledge production; research on the various strategies and teaching effect of each type problems in the teaching.The model of PDT focuses on excavating students potential problem awareness (the awareness of finding、proposing and solving problems), autonomous learning and creative, and hope to stimulate students intrinsic motivation to learn through the Problem-Driven. Investigation and analysis found that students take the initiative to question the frequency increases, analysis and problem solving skills, the ability of the knowledge integration forms the system improved. Students accept the knowledge is fragmented information, but through the integration problem, students construct. Students in the classroom not only accept fragmented information, but also the knowledge after integrating problems is constructed by students initiatively to become systematic knowledge. Students will memorize procedurally by the problem chain to ensure the existence of knowledge in brain permanently and effectively instead of staying in the memory of debris scattered. Students will be trained diversify mind to improve their ability of researching、analyzing and solving problems. The research result shows that, PDT teaching not only improve the teaching effectiveness, but also can effectively improve students’ participation in classroom learning and learning effect.