| In recent years, with deepening and development of domestic and foreign scholars on the scientific research education, the study of improving students’ ability to proposed biological problems is getting more and more attention from scientific researchers and educators. Meanwhile, the students’ability of identification and solve problems has been included in the science curriculum standards by the Ministry of Education. Also, Biology has its own inquiry for students’ability to proposed biological problems. All of the above proved students’ability to proposed biological problems has a very importance in their study.The subjects of my research were high sophomore, methods include literature research, survey research and quasi-experimental method. This study consists of five parts:The first part mainly introduces the research background and current situation of the issue, and analysis the significance of the ability of students to pose questions from three aspects;The second part summarizes existing researches on students’ ability to proposed biological problems through several different directions, and lay a solid foundation for the study; the third part concludes a questionnaire survey conducted in selected Senior middle school to find the status of students’ ability to proposed biological problems and give some recommendations on them;The fourth part is the empirical of my research, there is a educational experiment in two parallel classes to further test if the teaching models can improve students’ability to proposed biological problems; Finally, according to the results of experiments and analysis,I will give my recommendations to improve the ability of students to proposed biological problems.The results of the study are as follows:(1) From the research I find that High school students’ ability to proposed biological problems is generally low and has greatly differences between different students. Boys and girls exists no significant difference in their ability to proposed biological problems under four dimensions. The ability of students to proposed biological problems is significantly related to their biological score, that is, improve the students’ ability to proposed biological problems is helpful to their academic performance.(2)Quasi-experimental results:Compared to the traditional teaching, "Problem-Situation" teaching has the effect to help students proposed biological problems, but the effect is not obvious. In the issue dimensions of consciousness, "Problem-Situation" teaching to help students proposed biological problems is similar to the traditional teaching and did not reach significant difference. In the issue dimensions of the number of problem-posing dimensions, "Problem-Situation" teaching to help students proposed biological problems is superior to the traditional teaching and reached their significant differences. In the issue dimensions of the quality of problem-posing dimensions, "Problem-Situation" teaching is similar to the traditional teaching and did not reach significant difference. Dimension in question expression, "Problem-Situation" teaching to help students proposed biological problems is superior to the traditional teaching and reached their significant differences. |
